This study explored undergraduate students' written reflections about whether their procrastination habits changed during the semester in which they took a study-skills course, as well as why they believed change had (or had not) occurred. The purpose was to illuminate processes behind changes in procrastination while also giving voice to students' difficulties in changing. Conditions that facilitated change included (1) taking ownership of the change; (2) identifying with meaningful consequences and benefits; (3) accepting time and effort as inherent to change; and (4) turning awareness into action. Conditions that prevented change included (1) reacting to external contexts; (2) being immobilized by internal states; (3) lacking reasons for or beliefs in the ability to change; and (4) gaining knowledge apart form effective action.