According to Social Cognitive Theory, self-efficacy describes students' beliefs in their ability to be successful within a certain task or domain. Though some contributions to self-efficacy are generally accepted, it is important to continue to look for additional factors that contribute to self-efficacy, especially those that provide opportunities for educators to improve their students' self-efficacy. This study uses regression analyses on a sample (n = 225) of undergraduate students to examine the unique contribution that help-seeking beliefs make to mathematical self-efficacy. Results show that help-seeking beliefs have a positive relationship with self-efficacy and make a unique, positive contribution to self-efficacy even when controlling for other sources of self-efficacy. Results suggest the need for educators to improve student help-seeking beliefs by purposefully teaching help-seeking skills and providing more access to effective, individualized help for students.