Effective time management is associated with greater academic performance and lower levels of anxiety in students; however many students find it hard to find a balance between their studies and their day-to-day lives. This article examines the self-reported time management behaviors of undergraduate engineering students using the Time Management Behavior Scale. Correlation analysis, regression analysis, and model reduction are used to attempt to determine which aspects of time management the students practiced, which time management behaviors were more strongly associated with higher grades within the program, and whether or not those students who self-identified with specific time management behaviors achieved better grades in the program. It was found that students' perceived control of time was the factor that correlated significantly with cumulative grade point average. On average, it was found that time management behaviors were not significantly different across gender, age, entry qualification, and time already spent in the program.