The present research was carried out to explore the relationship between academic procrastination and academic performance among virtual and conventional university students. The role of the demographic characteristics of the participants was also explored. Nonprobability convenience sampling technique was used to select a sample of 200 students. Academic procrastination scale (McCloskey, 2011) and students' CGPA were used to measure variables. Pearson product-moment correlation, multiple linear regression, and independent sample t-test were used to test study hypotheses. Among the demographic characteristics, level of education, living status, and mode of education were positively related to academic procrastination. Gender negatively predicted academic procrastination. Living status, mode of education, and job status positively predicted academic procrastination. Level of education and mode of education positively predicted academic performance. Academic procrastination negatively predicted academic performance. Men showed more academic procrastination than women. Graduate-level students had higher academic performance than undergraduate students. Students belonging to rural areas had significantly higher academic procrastination than urban students. Conventional university students showed less academic procrastination than virtual students. Working students had higher academic procrastination than nonworking students. The findings of the study can be used to provide pertinent recommendations to institutes and parents to overcome academic procrastination and enhance academic performance.