There is a scarcity of research regarding help seeking in the context of computer learning environments providing on-demand help, a context in which help-seeking skills appear critical for learning [Aleven, V., Stahl, E., Schworm, S., Fisher, F., & Wallace, R. (2003). "Help seeking and help design in interactive learning environments." "Review of Educational Research," 73 (3), 277-320]. Whereas a cognitive model of help seeking has been suggested and tested in this context [Mercier, J., & Frederiksen, C. H. "The structure of the help-seeking process in using a computer coach in problem-based learning." "Computers and Education," submitted for publication], individual differences remained to be studied from this perspective. Participants were 18 graduate students, who solved a challenging statistics problem in pairs, with the help of a computer coach providing on-demand help. Log linear analyses found individual differences in help seeking with respect to (a) its relative importance in problem solving, (b) the relative importance of its component processes, (c) the modulation of help seeking over a series of sub-tasks, and (d) the relationship between help seeking and the quality of the solutions that the student elaborated. Theoretical implications are discussed.