Informed by multiple theoretical perspectives pertaining to academic procrastination, this investigation examined multilevel models aimed to predict homework procrastination using the data from 1,072 middle schoolers in China. Our model incorporated student gender, homework motivation, homework approach, homework behavior, and time allocated to extracurriculars outside of school. At the individual and class levels, homework procrastination was associated positively with homework cost and negatively with homework expectancy. Furthermore, at the individual level, homework procrastination was associated positively with surface approach and time on videogames, but negatively with homework effort. Implications for practice and further investigation (e.g. homework expectancy and surface approach) are discussed in relation to our findings.