Psychoeducational research differentiates adaptive and maladaptive forms of perfectionism. This study considers personal-strivings and evaluative-concerns perfectionism in relation to procrastination, stress, anxiety, well-being, and academic achievement among students (n = 147) of all undergraduate levels and across disciplines, with honors representing a little over a quarter. While results show evaluative-concerns perfectionism to positively correlate to stress and anxiety and negatively correlate with well-being, no correlation is found relative to procrastination and GPA. Conversely, personal-strivings perfectionism negatively correlates with procrastination and stress and positively with well-being and GPA. Honors students show a higher degree of the more adaptive personal-strivings perfectionism than their undergraduate counterparts but do not differ in the maladaptive form. Data suggest that this is good news for honors students: they have more adaptive perfectionism and are in no more danger from its maladaptive type than other students.