Increasing competition of modern day has evolved as a threat to students’ academic achievement. When students postpone some actions to future, they involve in procrastination. Researchers have viewed procrastination as a common impediment of academic achievement and wellbeing of students (Steel, 2007).  Procrastination can be defined as “a trait or behavioural disposition or delay in performing a task or making decisions” (Milgram et al., 1998; Haycock et al., 1998; Kachgal et al., 2001). Contrasting to this, active procrastination is “an intentional decision to procrastinate in order to cope and focus on to the task at hand and experience performance pressure”.  What is the student’s awareness about their own learning; are they becoming master of this and are they trying for lifelong learning. These are the few questions before today’s students, which are answered by self-regulated learning (Jeyavel & Kadhiravan, 2013). Another important motivational variable under research in the past decade is goal orientation. It is one’s goal preference in achievement setting.  It can be expected that motivated students won’t entertain in procrastination.  This study made an attempt to find out the impact of pre-service teachers’ goal orientation and self-regulated learning on their active procrastination. 145 students (72 males, 73 females) studying in two colleges of Education in Kalaburagi city, Karnataka state, India are the sample of this study. Structural Equation Modeling (SEM) was executed through AMOS software. The findings were analyzed based on the hypothesized structural model with good model fit and  revealed that active procrastination and performance avoidance orientation are the negative predictor of pre-service teachers’ organizing and transforming SRL strategy and their environmental structuring. Whereas, active procrastination and learning orientation have predicted positively organizing and transforming SRL strategy and environmental structuring.