Using person-centered and variable-centered analyses, this study examined the relationships between undergraduate students' time perspectives and boredom coping strategies. A total of 719 undergraduate students voluntarily participated in the study. Results of the study showed that undergraduate students' time perspectives can be reliably defined through four meaningful and distinctly different clusters: high past-positive and future time perspective cluster, high present-hedonistic time perspective cluster, high past-negative and present-fatalistic time perspective cluster, and low present-fatalistic time perspective cluster. Results also showed that, regardless of the effects of social desirability, students in high past-positive and future time perspective and low present-fatalistic time perspective clusters used cognitive-approach and behavioral-approach boredom coping strategies; whereas students in high past-negative and present fatalistic time perspective cluster used both cognitive-avoidance and behavioral-avoidance strategies. Results of the present study suggest that it makes sense to consider students' time perspectives together with their boredom coping strategies in educational settings. Implications for education and directions for future studies were also discussed in the present study.