Academic procrastination is a problem behavior with negative consequences for students. The extent of this phenomenon among students and the negative impact on their academic achievement requires more attention and research on this issue. The present study was conducted with the aim of investigating on the role of fear of failure and subscale of self-regulation (memory strategy goal-setting, self-evaluation, helping assistance, responsibility, organization) in relation with academic procrastination. Therefore, 198 students from different schools of University of Isfahan in Iran were selected by random cluster multistage sampling. "Student's Procrastination Assessment Scale," "Performance Failure Appraisal Inventory," and "Sevari's Self-regulation Questionnaire" were used. Data were analyzed by "t"-test, Pearson correlations and linear regression in SPSS-22. Results of "t"-test showed significant differences between male and female students in terms of academic procrastination, organizing, and fear of failure. Male students compared to females scored higher in academic procrastination. Females students compared to males scored higher in fear of failure and organizing. Findings of Pearson correlations showed a positive association between fear of failure and academic procrastination, and a negative association between subscales of self-regulation and academic procrastination. Also, linear regression analyses showed that fear of failure and responsibility predict academic procrastination. As a conclusion, in order to reduce procrastination, some interventions can be delivered by handling in students' fear of failure and self-regulation.