In this paper, an analysis of 1192 effective samples of Huaqiao University by using the domestic mainstream scale for measuring college students’ academic procrastination was conducted, and we found that 52.4% of students had academic procrastination; the proportion of students with academic procrastination in completion of the assignment was 44.1%; the proportion of students with academic procrastination in exam preparation and self-learning was 61.2 and 60.8%; and the figures are far higher than that of other college students in China. Besides, academic procrastination differs in many aspects such as gender, place of origin, major, grade, performance, and time management capabilities. This paper aims to cultivate students’ active self-learning ability and promote their inner drive of learning; to shape the good time personality of college students through education and to reduce procrastination; to conduct academic procrastination intervention through combination of mental health education and daily education management, and relevant suggestions are made accordingly.