One of the elements constituting the globally growing interest in perfectionism and procrastination is today's education systems. In this study, which employed phenomenological model as one of the qualitative research methods, it was aimed to identify the motives for the perfectionism and procrastination of Science High School students within the framework of their own experiences and to determine what they need to overcome them. The data obtained through semi-structured interviews with 21 students selected by purposive sampling method were subjected to content analysis. In the analysis, a multidimensional perspective was adopted without considering a particular theoretical perspective on perfectionism and procrastination. As a result of the data analysis, it was seen that in addition to the standards the students determined for themselves, others' expectations were also among the motives of the students for perfectionism in academic tasks. Students need to overcome their fears of failure, get rid of academic procrastination and social support mechanisms with a view to coping with this situation. In addition, students procrastinate academic tasks due to the nature of the task, motivational problems, inadequacies in self-regulation skills, and fear of failure or fear of fail to be perfect. In order to cope with procrastination behaviors, they need to learn a number of both behavioral and cognitive regulations and increase their motivations.