The aim of this study was to look at the roles that self-efficacy, perfectionism, motivation, performance, age and gender play in academic procrastination. Participants, undergraduate psychology students (N = 95), were administered a self-report questionnaire with both quantitative and qualitative components. The analyses showed that self-efficacy and adaptive perfectionism were negatively related to academic procrastination. No relationship was found between motivation and academic procrastination. There were no significant gender differences in academic procrastination. Younger students were found to procrastinate more than older students. Procrastination resulted in poorer academic performance. Adaptive perfectionism was found to be the biggest predictor of academic procrastination. Academic procrastination is prevalent and troublesome. Research into procrastination should be ongoing, especially because its prevalence appears to be growing.