Source memory (i.e., remembering who said what) can improve academic help-seeking: after learning collaboratively, accurate source memory helps learners to identify whom to approach for more information. Research suggests that explicit instructions to remember the source (a source-related task) can improve source memory, yet this can sometimes come at the cost of impaired memory for the content itself (known as item-source tradeoff). This study investigates the effects of source-related tasks, content-related tasks, or their combination on source memory and content-learning. We conducted an experimental pseudo-collaborative study (N = 112) using a 2 (source-related task: with vs. without) × 2 (content-related task: with vs. without) between-subjects design. Participants received information from three learning partners with different knowledge levels regarding the learning topic (high vs. medium vs. low). Source memory was analyzed complementarily with multinomial processing tree models and conditional source identification measures. Contrary to the item-source tradeoff hypothesis, there was a positive correlation between source memory and content-learning. Neither instruction type affected overall source memory or content-learning. However, different patterns for individual learning partners emerged: with a content-related task, source memory was better for high-knowledge partners than low-knowledge partners, while this pattern was descriptively reversed for content-learning. Additionally, a source-related task led to higher mental load. While the tasks did not significantly improve source memory, the positive correlation indicates that enhancing source memory through other methods can be beneficial for knowledge acquisition as well, ultimately benefiting learners in content-learning and long-term academic help-seeking.