Procrastination in learning is a common behavior among first-year students majoring in Economics - Finance, Faculty of International Education, University of Foreign Languages, Vietnam National University, Hanoi (FIED, ULIS). Recognizing the seriousness of this situation, the author conducted a study to find out the causes and consequences of procrastination behavior for the above group of students. Specifically, the data were collected from 120 students through a survey based on the scale developed by Grunschel et al. (2012), combined with semi-structured interviews with 10 students to gain deeper insights into the causes and effects of procrastination. The quantitative data were analyzed employing descriptive statistical techniques. The qualitative data were analyzed using the content analysis method, which helped clarify students' personal experiences related to academic procrastination. The analysis results indicated that the causes of students' procrastination in learning were primarily endogenous. Interest in engaging activities outside of school was the most common cause of procrastination, followed by the idea that “Everything will be fine in the end” and perfectionism. Regarding the impact of procrastination on learning, the data collected showed that knowledge deficit and mental stress were the most obvious consequences of procrastination on learning. Based on the above findings, the article will provide suggestions to support students in overcoming procrastination on learning, improving learning outcomes and mental health.