This paper reviews the association between delay of gratification and future time perspective, which can be incorporated within the theoretical perspective of self-regulation of learning. It proposes that delay of gratification in academic contexts along with facilitative beliefs about the future increase the likelihood of completing academic tasks. Discussed are (1) classic and current theoretical views of delay of gratification; (2) future time perspective and its association with delay of gratification; and (3) evidence for the association between delay of gratification and future time perspective that enhances the understanding of academic success from a self-regulated learning approach. Suggestions for further research and implications for instruction are also discussed. (Contains 58 references.) (Author/SLD)