<p>Previous research has highlighted the influential role of achievement goals in academic help-seeking behaviors. However, few studies have explored the association between achievement goal constructs outlined in the 3 × 2 achievement goal model and both instrumental help-seeking and executive help-seeking. University students (<i>N</i> = 409, 65.8% Caucasian, 87.4% female) completed the 3 × 2 achievement goal questionnaire and a self-report measure assessing instrumental help-seeking, executive help-seeking, help-seeking threat, and help-seeking avoidance. Hierarchical regression results indicated that self-approach goals were positively associated with instrumental help-seeking and negatively associated with executive help-seeking. Further, other-approach goals were positively associated with executive help-seeking and help-seeking threat. Finally, the results showed that other-avoidance goals were negatively associated with executive help-seeking intentions. The findings of this investigation further underscore the utility of the 3 × 2 achievement goal model in predicting academic outcomes. Additionally, the results have implications for efforts to increase adaptive help-seeking and prevent maladaptive help-seeking within undergraduate and graduate student populations.</p>