This study of an empirical study to confirm the influence of achievement goal orientation and perfectionism in order to understand the academic initiation-completion procrastination of undergraduate students. To this end, data were collected from 272 college students to confirm the mediating effect of perfectionism in the relationship between achievement goal orientation and academic initiation-completion procrastination. The results are as follows. First, the lower the mastery approach orientation and the higher the mastery avoidance orientation and performance avoidance orientation, the more academic initiation procrastination was found. The lower the self-directed perfectionism and the higher the social-oriented perfectionism, the more initiation procrastination was performed. And, the mastery approach and avoidance orientation were more closely combined with self-directed perfectionism, but the performance avoidance orientation was more closely linked to social imposition perfectionism. Second, the lower the mastery approach orientation, the higher the mastery avoidance orientation, the higher the performance approach orientation, and the higher the performance avoidance orientation, the more academic completion procrastination was found. The lower the self-directed perfectionism and the higher the social-oriented perfectionism, the more delayed the academic completion procrastination was. And, mastery approach and performance approach orientation are better combined with self-directed perfectionism, but mastery avoidance and performance avoidance orientation are more closely linked to social-oriented perfectionism. Based on these results, it was suggested that the academic initiation-completion procrastination requires intervention to correct it differently depending on the cause, and that academic initiation-completion procrastination are independent behavior characteristics to be understood.