This study investigated the relation between self-regulated learning and procrastination. It was assumed that high levels of procrastination appear inconsistent with the behaviors typically attributed to self-regulated learners. 463 college students completed a self-report questionnaire on procrastination (API) and self-regulated learning(MSLQ). A cluster analysis was used to find out some specific patterns of students\' self-regulated learning. The results of this study can be summarized as follows: procrastination was significantly related to all components of self-regulated learning. Self-regulated learning accounted for 42% of the procrastination. Rehearsal, control beliefs, test anxiety, time and study environment, and effort regulation were statistically significant regression coefficients. Especially, among other variances of the self-regulated learning time and study environment was the most negative relation with procrastination.