The purpose of this study was to identify short-term longitudinal trajectories of academic procrastination with respect to time of vacation. Specifically this study used a latent growth model which includes no-change, linear or nonlinear change, and piecewise growth models. In addition, this study used predictive variables in terms of parent, classroom, and personal aspects that may influence the trajectories of academic procrastination and examined their effects. For this study, responses of 380 primary school students were used. The results are as follows. First, passive procrastination increased prior to vacation and made no significant change after vacation. On the other hand, active procrastination showed no significant change before and after vacation. Second, the psychological control as one of the parent factors had a significant positive effect on the initial value and a significant negative effect on the first change rate of active procrastination. Self-esteem as a personal factor, had a significant negative effect on the initial values of both passive and active procrastination. Also, academic achievement which is another personal factor, along with self-esteem, had a negative effect on the first change rate of passive procrastination and on the initial value of active procrastination. Implications of the study and recommendations for future study are discussed.