The purpose of this research is to determine the effect of procrastination tendencies and achievement orientation on the motivational persistence of university students and to examine the relationship between them. For this purpose, in the research the relational survey model, one of the quantitative research methods, was employed. 254 students participated in the study conducted on university students. Motivational Persistence Scale, Tuckman Procrastination Scale and 2 × 2 Achievement Goal Orientation Scale were applied to the participants. The data obtained were analyzed using correlation and multiple regression analysis. According to the results of correlation and regression analysis, a significant negative correlation was found between motivational persistence and procrastination tendency. It has been observed that students who have high motivational persistence to pursue long-term goals and pursue current goals have less tendency to procrastinate, and students who have motivational persistence to repeat unachievable goals do not have a relationship with motivation. The positive relationship between motivational persistence and achievement orientation is clearly seen in students who have learning approach achievement orientation. Based on the findings, it can be said that learning orientations should be supported in learning environments and increasing the awareness of faculty members and students about procrastination tendencies and achievement orientations in increasing the level of motivational persistence will contribute to the learning process.