This study investigated the relationship between academic self-efficacy, academic procrastination, and well-being among Azerbaijani participants. The data was collected from 1657 participants who completed self-reported questionnaires measuring academic self-efficacy, academic procrastination, and well-being. The analyses of the study involved the use of correlation and structural equation modeling. The results of the structural equation modeling revealed that academic procrastination partially mediated the relationship between academic self-efficacy and well-being. The bootstrapping procedure also confirmed that the indirect effect of academic self-efficacy on well-being through academic procrastination was significant. Specifically, the data showed that higher levels of academic self-efficacy were associated with greater wellbeing, while higher levels of academic procrastination were associated with lower well-being. These findings add to the current understanding of the complex interplay between academic self-efficacy, procrastination, and well-being and may have important implications for interventions aimed at promoting academic success and well-being among students. Additionally, the study discusses the limitations and future research directions related to this topic.