The current study attempts to examine integrated effects of procrastination, self-esteem, and academic performance on well-being in a sample of Turkish undergraduate students (N = 348). Results confirm prior evidence suggesting that procrastination and self-esteem were important predictors of well-being. Results also indicated that both procrastination and academic performance have direct and interactive effects on self-esteem. Self-esteem mediated the relationships between procrastination and well-being. Furthermore, the indirect effect of procrastination on well-being via mediation of self-esteem may vary depending on academic performance. Findings were discussed in terms of related literature and further suggestions have been made for future studies.