Academic procrastination refers to individuals' unnecessary postponement of their coursework and is harmful for academic performance. When situated in self-placed and remote learning environments, students' tendency to procrastinate increases. Therefore, understanding why students procrastinate and identifying who is more likely to delay unnecessarily in online learning environments is an important area to study. The goal of this study was to respond to this call by examining the structural relations between conscientiousness, prior online learning experience, achievement emotions and academic procrastination in online learning environments using structural equation modelling. In particular, two main facets of conscientiousness-proactive and inhibitivewere examined in order to understand which facet was more responsible for procrastination, how each facet was related to procrastination and to determine which facet of conscientiousness should be the primary target for intervention in future experimental research. A total of 746 students from 49 secondary and postsecondary schools participated in the current study. The results showed that the proactive aspect of conscientiousness was negatively related to academic procrastination through the pathway of enjoyment. The inhibitive aspect of conscientiousness was negatively related to academic procrastination through the pathways of negative emotions.