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The purpose of this quantitative research study is to determine through the foundational lens of the temporal motivational theory, if active procrastinators outnumber passive procrastinators, and outperform them on an online mathematics final exam. Conducted at an associate's degree granting institution in the southeastern region of the United States, students enrolled in an online college algebra or online statistics course provided an explanation of why they chose to start their online final exam when they did during the four-day testing period at the end of the semester. Active procrastinators were able to balance all their schoolwork, took the final exam while in a healthy mental state, and were able to persistently study math throughout the testing window. Passive procrastinators delayed taking their math exam in favor of other classwork or got involved with other interests. Non-procrastinators desired to finish the math course early or took the exam when it was most convenient. Only the amount of time spent on the exam had a significant impact on the overall grade on the final exam between active and passive procrastinators. Neither the start date nor the type of procrastinator had any significant impact on the grade on the final exam. Some students were motivated by time to study. Others used the time allotted to put off math until it was convenient, and some saw no motivation at all to complete the exam until the last day. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]