Collaborative inquiry learning is seen as a student-centred approach which gives more responsibility to learners for regulating their learning processes. Earlier research shows that inquiry learning is a demanding process, where students can also face problems that hinder further learning (e.g. van Joolingen et al., 2005). Among other problems, students often do not seek help from their peer learners nor from their teacher when conducting typical inquiry activities like hypothesis formation or data interpretation. More generally, research on help seeking found that students often do not seek help when they need it and those who really need help, are the ones who do not ask for it (see Aleven et al., 2003). Although there is indication that instruction can influence help seeking in a positive way, there are no systematic studies on the relation of help seeking and learning outcomes in different instructional learning environments in the field of collaborative inquiry learning. In our study, we focus on classroom scripts as specific aspects of the instructional approach. Approaches to inquiry learning differ widely with respect to the teacher's role, in particular with respect to the structure he or she should still provide. In the study we investigate what effects do differently structured classroom scripts have on students' help-seeking behaviour in collaborative inquiry learning. Thirty-two (32) students from a secondary school worked in pairs on a physics module of the Web-based Inquiry Science Environment (WISE) in two different classroom scripts (high structured vs. low structured) implemented by the teacher. The students' task was to test two contradicting hypotheses ("Light dies out" and "Light goes on forever") by exploring various materials, such as texts, pictures, simulations, and short video clips. In both classroom conditions the online learning environment and its structure was introduced to the students. Then the procedure in the two classroom conditions varied. In the high structured classroom script condition, the inquiry learning model was introduced to the students, and plenary activities led by the teacher interrupted small group activities after every inquiry step (e.g. data collection, experimentation etc.). In the low structured classroom script condition the inquiry cycle was not introduced by the teacher, the students rather worked in pairs on the technology-enhanced learning environment independently. The students' physics knowledge was measured individually in a pre-test and a pos-test which included six multiple-choice items and one item with a free answering format. To analyse help-seeking events we have been developing a coding scheme based on the Nelson-LeGall (1981) model of Social Help Seeking.The results of the learning outcomes show no general effects in different learning conditions. Preliminary results show that although there was no difference with respect to the overall number of help-seeking events, the students used the teacher as a source of help substantially more often in the low structured classroom script condition than in the high structured one. Thus, the structure of the classroom script in which the collaborative inquiry environment was embedded, substantially affected students' help-seeking behaviour. Our ongoing qualitative and quantitative process further investigate the complex interplay between different help sources (technology, peer, teacher) and types of help requested and received under the different classroom script conditions. Aleven, V., Stahl, E., Schworm, S., Fischer, F. & Wallace, R. (2003). Help seeking and help design in interactive learning environments. Review of Educational Research 73, 277-320. Nelson-Le Gall, S. (1981). Help-seeking: An understudied problem-solving skill in children. Developmental Review 1, 224-246. van Joolingen, W. R., de Jong T., Lazonder, A. W., Savelsbergh, E. R. & Manlove, S. (2005). Co-Lab: Research and development of an online learning environment for collaborative scientific discovery learning. Computer in Human Behavior 21, 671-688.