The efficacy of acceptance and commitment therapy (ACT) and cognitive behavioural therapy (CBT) was meta-analytically examined to identify if they are effective interventions for reducing the academic procrastination of students. A comparison of the efficacies of ACT and CBT as the more effective treatment in reducing academic procrastination in students at post-treatment and follow-up was also assessed. I conducted a meta-analysis of nine randomised-control trials. A large overall pooled effect size of g = -1.96, 95% CI [-4.48, 0.57] was found in favour of ACT and CBT treatment interventions compared to control in reducing academic procrastination. CBT was more effective at reducing academic procrastination post-treatment with a moderate effect size, g = -0.69, 95% CI [-1.14, 0.24] compared to ACT, with a small effect size, g = -0.33, 95% CI [-1.38, 0.72]. This is one of the first meta-analyses to directly compare ACT and CBT interventions in relation to the academic procrastination of students. Limitations and future recommendations are discussed.