The purpose of this study is to determine some correlations of academic procrastination, as well as to examine gender differences in this hypothetical construct important to the learning environment (in our case, in a Turkish EFL context). A total of 213 participants (120 females and 93 males), recruited from Mugla Sitki Koçman University, participated in this study. Their mean age was 20.70 (SD = 1.99). Results revealed that the instrument (Academic Procrastination Questionnaire) applied in this research had very good reliability and validity. The other findings suggested that Turkish students from our sample had average levels of academic procrastination. In addition, students who were intrinsically (and less extrinsically) motivated and who estimated their English competencies as high (very good or excellent) did not procrastinate too much. Furthermore, academic procrastination was in a strong, negative correlation with students' grades at the last English exam. At the end of the article, the author provided some recommendations for researchers who are eager to contribute to this field of educational sciences.