Online help-seeking refers to a learner's willingness to seek help in online learning environments. Counterintuitively, studies of help-seeking have found mixed results for the relationship between help-seeking and academic achievement. We hypothesized that these mixed findings might, in part, be accounted for by the confidence level of the learner. Utilizing a sample of 321 online university students (M = 32.78 years; SD = 9.53), we explored the moderating effect of self-efficacy in the help-seeking-academic achievement relationship. Aligned with the vulnerability hypothesis, when online learners were confident, they engaged in help-seeking more often than learners with low confidence. Importantly, however, when online learners were unconfident, we found that help-seeking behaviors were positively associated with academic success. Confident learners did not appear to gain any academic performance benefit from using help-seeking strategies. Our study highlights help-seeking's potential importance in improving academic success for our least confident learners, with no impact on confident learners.