This article aims to examine the relationship between the online learning readiness and academic procrastination behaviors of the pre-service mathematics teachers. In line with this research purpose, it was examined whether the online learning readiness and academic procrastination differentiate with regard to demographic variables such as gender, grade levels...etc.; and as well as that technical problems occurs during the online learning process, the last minute course and the instructors' impact during the course study process. This research has been conducted with 314 pre-service mathematics teachers that currently attending the Faculty of Education of different universities in Turkey. The results revealed that there is a low-level significant relationship between the academic procrastination tendency and online learning readiness. Besides, the scores of academic procrastination tendency and online learning readiness were found higher among males, first graders, those who have access problems and those who think an instructor is a determinant. The research findings were discussed within the light of related literature.