This study aimed to explore the relations among parenting styles, self-regulation learning strategies and academic procrastination in adolescence. There were four hundred eighty-eight (246 boys, 242 girls) 7th to 9th grade students in adolescence. Materials were used including (a)Parenting Style Questionnaire (b) Motivated Strategies for Learning Questionnaire and (c) Academic Procrastination State Inventory. The reliability and validity for the instruments were checked and satisfactory. The data collected were analyzed by descriptive statistics, Pearson product-moment correlation, hierarchical regression analysis. The research results were summarized as follows: 1. Parenting styles, self-regulation learning strategies and academic procrastination were significantly associated. 2. In this study, maternal authoritarian and maternal neglectful were the negative powerful predictors of academic procrastination and motivation, cognitive and metacognitive strategies, behavioral strategies were the positive powerful predictors of academic procrastination.