This study examined the role of academic self-efficacy, acculturation difficulties, and language abilities on procrastination behavior using a convenience sample of 264 Chinese international students studying at three public universities in the United States. While there were no significant mean gender differences on any of the measures, results indicate that the impact of the independent variables on procrastination behavior varied by gender. For males, significant correlations with academic procrastination were found for discrimination (r = 0.30, p = 0.00) and homesickness (r = 0.19, p = 0.05). For females, significant correlations with academic procrastination were found for academic self-efficacy (r = 0.41, p = 0.00), English language ability (r = -0.24, p = 0.01), and culture shock & stress (r=0.18, p=0.05). There were no significant effects with academic procrastination for age (F = 0.15, p = 0.70), marital status (F = 0.16, p = 0.69), undergraduate/graduate status (F = 0.16, p = 0.69), or length of time in the United States (F = 1.57, p = 0.21).