When students procrastinate, they divert time from academics toward other activities, returning to academics at a later time. Active procrastination is a departure from the form of procrastination defined by scholars as passive (i.e., avoidant, maladaptive) in nature. Hensley selected the methodology (phenomenology) in order to undertake an in-depth study of active procrastination via the experiences and reflections of a small group of participants with first-hand knowledge of the phenomenon. Findings revealed three major themes about active procrastination: (1) Purposeful delay facilitated greater efficiency (I'm good at it); (2) was done systematically (I've learned I can); and (3) was reinforced by appealing academic and social outcomes (It's worth it). Findings also revealed several reasons for students' commitment to procrastination that included active procrastinators ability to complete assignments efficiently, attain acceptable grades, and advance social connections. Drawbacks identified included terms of stress, surface-level learning, and feelings of regret and guilt. Acknowledging the delicate balance between procrastination's draws and drawbacks, implications for practice relate to both educational environments and support for self-directed change.