Online courses are growing at a tremendous rate, and although we have discovered a great deal about teaching and learning in the online environment, there is much left to learn. One variable that needs to be explored further is procrastination in online coursework. In this mixed methods study, quantitative methods were utilized to evaluate the influence of online graduate students' attributions for academic outcomes to ability, effort, context, and luck on their tendency to procrastinate. Additionally, qualitative methods were utilized to explore students' attributional beliefs about their tendency to procrastinate in their online coursework. Collectively, results indicated that ability, effort, context, and luck influenced procrastination in this sample of graduate students. A discussion of these findings, implications for instructors, and recommendations for future research ensues.