The present study was carried out to explain academic procrastination of students based on personality traits and parenting styles. The research design was correlational. The population of the study comprised the entire high school students in the City of Kouhdasht in academic year 2013-2014 (N= 4801). The sample was drawn through multi-stage cluster sampling method and 280 students were selected. The instrumentation comprised academic procrastination scale, Goldberg's personality inventory and parenting styles questionnaire. The obtained data were analyzed through descriptive (mean and standard deviation) and inferential statistics (Pearson correlation and simultaneous regression analysis). Results showed that personality traits and parenting styles could explain academic procrastination variations in the students. Neuroticism had a positive relationship with academic procrastination, whereas a negative association was observed between academic procrastination, conscientiousness, and openness to experience. However, there was no significant relationship between academic procrastination, extroversion and agreeableness. In addition, a positive relationship was observed between neglectful parenting style and academic procrastination, whereas a negative association was observed between authoritative parenting style and academic procrastination. And finally there was no relationship between academic procrastination and authoritarian and indulgent parenting styles.