Abstract: The future of higher education is witnessing a shift from traditional to e-learning classrooms where students have little to no face-to-face instructional time. E-learning systems are more flexible in terms of time and location, which could result in students who are comfortable in a traditional didactic classroom being pressured to take on more personal responsibility for their learning. Research indicates that there is a strong relationship between e-learning and procrastination. Through e-learning programs, students are supposed to interact and cooperate virtually with each other. This interaction could sometimes be from different cultures and contexts where the responsibility of learning mostly goes to students themselves. Using Steel’s (2007) temporal motivation theory (TMT), this article discusses through the review of literature the scope of e-learning programs, self-efficacy, the main reasons that cause academic procrastination, and possible negative effects of procrastination on students’ performance in e-learning programs. The paper also suggests teaching and learning strategies such as motivation, time management skills, teachers’ attitude, effective planning, and student self-regulation, which have been proven to hinder procrastination amongst university students.