The present study was conducted to scrutinize the relationship between academic procrastination behaviors and academic self-efficacy beliefs of pre-service English language teachers. The study also sought to explain whether gender and grade levels of the participants have an effect on their academic procrastination behaviors and academic self-efficacy beliefs. The sample of the study consisted of (N = 98) pre-service English language teachers studying at an English Language Teaching (ELT) program. The most obvious finding to emerge from this study was that there was strong negative correlation between academic self-efficacy levels and academic procrastination behaviors of participants. The research also showed that the factors such as gender and grade levels of students have no significant effect on participants' academic procrastination behaviors. However, it was found that these factors impact academic self-efficacy beliefs of candidate teachers.