Future time perspective is now increasingly catching attention in educational psychology field. There is evidence that students' future time perspective negatively affected students' academic procrastination. Although the relationship between future time perspective and academic procrastination is stable. There are research gaps to be filled. On the one hand, most attention was paid to older students such as undergraduates rather than primary students. On the other hand, we still know little about the mechanism of their relationship. This study aimed to explore the mediating role of students' positive emotion between their future time perspective and academic procrastination. A total of 185 (92are boys and 93 are girls) primary students completed measures self-report in the study. Correlational results showed that future time perspective positively correlated positive emotion, negatively associated with academic procrastination, and positive emotion negatively linked to academic procrastination. Bootstrapped mediation results showed positive emotion partially mediated the relationship between future time perspective and academic procrastination. Theoretical and practical implications are discussed. [For the full proceedings, see ED631133.]