he purpose of this study was to examine the role of self-regulated learning and academic procrastination among e-learners. The study aimed to find out the moderating role of gender in relation between self-regulated learning and academic procrastination. Furthermore, it was hypothesized that students from rural areas would procrastinate more as compared to urban students. Two standardized scales i.e., self-regulated learning questionnaire and academic procrastination scale were used to collect the data from 381 students (Male=132, female=249) including both urban (n=252) and rural (n=129) areas through purposive sampling. Analysis was carried out with process for SPSS which revealed that students who were more engaged in self-regulated learning they less procrastinate while students from rural areas were found to be more involved in academic procrastination as compared to their counterparts. Furthermore, gender moderating the relationship between self-regulated learning and academic procrastination. These results would benefit teachers, researchers and policy makers especially in e-learning setup to help students and to design programs for students to help them how to engage in self-regulated learning and to reduce academic procrastination.