Our research project focuses on learning strategies and motivation among academic procrastinators in computer assisted language learning (CALL) settings. In this study, we aim to compare them according to students' levels of English proficiency. One hundred and fourteen university students participated in this research project. Sixty-four students determined to be procrastinators were the focus of this research, and we analyzed their learning strategies and motivation based on their English proficiency (i.e. TOEIC-IP scores). The students were categorized into four groups: under-300s (n = 17), 400s (n = 22), 500s (n = 21), and over-600 (n = 4). The learning strategies and motivation of the students were collected with a researcher-created 5-point Likert questionnaire consisting of 33 items. The group differences were discriminately analyzed for each item of the questionnaire. The results showed that students who think that the amount to be learned is too large and those who tire easily may ultimately have inefficient and ineffective learning results. The research findings should be significant for teachers and researchers attempting to discriminate between active and passive procrastinators in order to predict their performance and match them with suitable learning supports. [For full proceedings, see ED565087.]