Procrastination is the postponement of an activity and its replacement with another of less importance and is present in different spheres of an individual’s life. In the educational context, procrastination behaviors unique to learning are termed academic procrastination. The literature shows that, during the academic path, a considerable number of students will engage in academic procrastination, resulting in a significant impact on their academic development. Academic procrastination is observed at all educational levels. However, literature on academic procrastination among postgraduate students, particularly doctoral students, is scarce. Based on the gaps in the literature and considering the detrimental effects that these behaviors may pose for the doctoral journey, a qualitative study research protocol was devised to deepen our understanding on the academic procrastination processes among PhD students. It is expected that the transposition of this study protocol into research will bring the opportunity to gather useful data to outline educational actions aligned with the needs of PhD students and with a great impact on their doctoral journey. Furthermore, the possible results of this work will not be limited to PhD students, but may expand and benefit universities and development agencies in the construction of their strategies.