This study aims to determine the predictive power of secondary school students' constructivist learning environment perceptions on their academic procrastination behaviors. The research was conducted using the correlational survey model. Data were collected with the "Academic Procrastination Behavior Scale of Secondary School Students" and the "Constructivist Learning Environments Scale." The study's sample group comprises 1505 6th, 7th and 8th grade students selected by stratified sampling. Correlation, simple, and multiple linear regression analyses were performed on the data. As a result of the research, a moderate negative significant relationship was found between both the "irresponsibility and preference" and "environment and feelings" dimensions of the academic procrastination scale and the "learning science" dimension of the constructivist learning environment. It was determined that the dimensions of the constructivist learning environments scale together explained 15% of the total variance of academic procrastination (R=0.388, R2 =0.151, p