Procrastination is a trait that affects millions of people, including students, often having negative effects on their academic success and overall well-being. Low academic motivation can negatively impact both family and society, causing students to underperform and risk academic failure. Teaching time management strategies is a modern approach that can effectively address these variables. Therefore, the aim of this study was to investigate the effect of teaching time management strategies on students’ academic motivation and reducing academic procrastination. The research method was quasi-experimental with pre-test-post-test design, including all 242 male sixth-grade students in Boshruyeh city in the academic year of 1401-1402 as the research population. Two classes were selected as samples using convenience sampling. The sample group consisted of 43 participants (22 in the experimental group and 21 in the control group). Data collection tools included standardized questionnaires on academic motivation by Harter (1980) and academic procrastination by Savari (2011) and a time management strategy training package taken from Tabibi's thesis (2016). Time management strategy training was conducted for 10 90-minute sessions for the experimental group. Descriptive statistics (mean and variance) and inferential statistics (covariance analysis) were used for data analysis. The findings showed that teaching time management strategies had an effect on improving academic motivation and reducing academic procrastination in students. Therefore, given the importance of academic motivation and the negative effects of academic procrastination on students' lives, it is recommended that time management strategies be taught in centers and schools by skilled coaches and counselors.