Academic procrastination is a problem with which myriad students struggle. This problem persists even at the graduate level with the writing of theses. This author examines the reported reasons for academic procrastination; these include task aversion and fear of failure, issues of control, perfectionism, time/task management, rebellion, optimism/pessimism, self-esteem, depression, locus of motivation, and demographic/situational variables. A variety of intervention studies conducted during the 1970's through the 1990's are reviewed. Studies are discussed and evaluated according to specific criteria and methodological problems are addressed. The usefulness of this information is discussed in terms of its applicability to procrastination on theses. This author concludes that reasons for academic procrastination on theses must be clearly understood before appropriate interventions can be selected and implemented.