The purpose of this study was two-folds: to examine the relationship between academic procrastination, self-efficacy beliefs, and academic achievement .And to investigate the relative contribution of academic procrastination, self-efficacy beliefs to academic achievement among middle school first year students with learning disabilities.The correlational design was used . The sample of the study comprised of 100(all of them were females, Mean age= 12.6 years, SD = 0.41) middle school first year students with learning disabilities attending three schools in Zagazig City during the academic year 2017/2018, second term. The study utilized questionnaires and instruments to measure the variables. The correlation coefficient results revealed significant negative relationship between self-efficacy beliefs and academic procrastination (r = -0.232), academic procrastination and academic achievement(r= -0.154) while the correlation coefficient was positive for relationship between academic self-efficacy and academic achievement(r = 0.278). The results of multiple linear regression analysis was indicated that self-efficacy beliefs and academic procrastination accounted for 20% of total academic procrastination variance (F(2, 340) = 32.75, p< 0.001). In addition to this academic procrastination ([beta] =-0.36, p< 0.001) and self-efficacy beliefs ([beta] = 0.35, p<0.001) made significant contributions to the model. Findings were discussed and implication of findings was included.