The accessibility and effectiveness of help-seeking resources plays a pivotal role in contributing to the success of students in Computer Science courses. However, students do not always choose to utilize these resources, and when they do, their experiences can vary. While some students commend help-seeking resources for effectively providing clarification on assignment instructions, debugging code, and addressing questions about course concepts, others share instances where their problems were not resolved, or, in some cases, they did not receive any meaningful guidance from these resources. In this study, we examine the experiences of students enrolled in a CS2 course, all of whom had access to the course’s help-seeking resources. These experiences were gathered through qualitative interviews at three time points within a semester. Our findings, derived from emergent coding, reveal thematic patterns in student encounters with help-seeking resources and contribute to a broader theme regarding help-seeking resource utilization at different phases of the semester. The findings of this investigation contribute to the wider conversation on student success and help-seeking resource utilization in Computer Science education.