The number of graduate level students who do not complete their degree has been an ongoing issue in higher education and has increased with the growth of online education. Research demonstrates that online learners who have already achieved their degree could manage their learning experience, understood the importance of seeking help when necessary, and embraced their role as an academic learner. However, it is unknown if these behaviors influence a current learner's decision to seek academic assistance when necessary. Furthermore, it is unknown if the behaviors are different if the student's language is not North American English. In this quantitative correlational study, 522 online learning graduate level students who are seeking an education or business degree from an accredited university were surveyed concerning whether they have sought academic assistance, the common language spoke in the home, and how they perceive their performance concerning distance learning competencies of self-monitoring, self-managing, self-motivating, self-modifying, and learner identity. The data from the surveys were analyzed using a Point Biserial analysis, a Phi coefficient correlation, and a 2 x 2 MANOVA. The findings from the Point Biserial correlational analysis demonstrated that the variable of self-modifying was significantly correlated (r = -0.16, p < 0.001) with a student's decision to seek academic assistance. The Phi correlation coefficient demonstrated that there was not a statistical difference between ELL and non-ELL student's decision to seek academic coaching. The MANOVA analysis corroborated these findings and showed an observed power for the self-modifying variable of 1-beta = 0.97, which was greater than the required 0.80 power for the initial sample size. It is recommended that further research in this area be conducted and include qualitative methods that seek to explain the wants and needs of students as online learners. This research should also include an analysis of the connotations that adult learners prescribe to seeking academic assistance. In addition, a longer-term study is also recommended to follow groups of learning community cohorts through at least one year of online graduate level courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]