This research aimed to reveal the relationship between university students' metacognitive awareness (MA) and academic procrastination levels. Additionally, the moderator effects of gender and grade level in this relationship were examined. The quantitative research method was adopted, and descriptive and associational research designs were used. The sample consisted of 375 undergraduate students studying at Gaziosmanpasa University in Tokat, Turkey. The data were collected using a demographic information survey and the, Metacognitive Awareness Scale, and Academic Procrastination Scale. The results showed that students have a low level of academic procrastination behavior and moderate to high level of cognitive awareness. There is a moderate, negative, and statistically significant relationship between academic procrastination behavior and MA; as MA increases, academic procrastination behavior decreases. Thus, MA is a significant variable in predicting academic procrastination; 17.8% of the variance in academic procrastination behavior is explained by MA. The moderator roles of gender and grade level in this relationship are not statistically significant.