In this study we adopted an impartial view on academic procrastination in order to gain new insights for the development of intervention programs. Following a qualitative approach, we thereby explored antecedents of procrastination by attending to the actual voices and experiences of 29 students. Students' subjective theories were in line with some antecedents that previous research had addressed (lack of motivation or volitional control), but also revealed relatively new aspects of academic procrastination that concern students' social relatedness and task competence. Considering these findings, we suggest ideas on how to assist students and how to design intervention programs.