Help-seeking, a self-regulation strategy, is one of the problem-solving skills that students should challenge in the learning process. Therefore, this strategy is that directly affects the student's active participation in learning processes. It is inevitable that a student who cannot get the support or help he/she wants will fail in his learning processes. The purpose of current study, which takes into consideration the needs of students, is to examine secondary school students' help-seekıng levels ın the learnıng process in terms of gender, grade level, parental education status, mother working status, private-tutoring status and priority in help-seeking. The study, which was a descriptive survey model, was carried out in İstanbul, Fatih, Şişli and Beyoğlu districts in the 2018/2019 academic year with the participation of a total of 1299 students, 623 males (%47,96) and 676 females (%52,04), attending the 6th, 7th and 8th grades of seven state schools. The data of the study were collected through personal information form and the help request scale in the learning process (HRSLP). Data were analysed with SPSS 24.0 program. Data analysis was performed using an independent samples t test for normal distributions, one-way ANOVA analysis of variance, and Mann-Whitney U test, which is the non-parametric equivalent of a t-test for non-normal distributions. The regression analysis was used to determine the relationships between the rankings of the individuals help-seeking in the learning process of the students. As a result of the research findings, secondary school students' help-seekıng levels ın the learnıng process indicated a significant difference according to gender, grade, mother education level, number of siblings, taking private lessons and prioritizing help-seeking. On the other hand, students' help-seekıng levels ın the learnıng process did not indicate a significant difference according to father education level and mother working status variables.