Desired academic performance is thought to be one of the most important aims of each individual student, his/her family and educational system as well. However, challenges such as academic procrastination and delay of gratification can impact personal and social aspects. The aim of the present research was to investigate the relationship between cognitive styles (adaptive-innovative) with delayed gratification and academic procrastination of male high school students. This cross-sectional descriptive-analytic study, the research population was all male high school students in Ilam city, Iran. The research sample comprised all of students attended in five classrooms (270 persons) who were selected using the Morgan Table sampling method. The research instruments were the ''KAI'' cognitive style inventory (Kirton, 1967), Tuckman (1991) Procrastination Scale and academic delayed gratification (Anbari et al., 2012). The collected data were analyzed in terms of descriptive and inferential statistics. The findings indicated that there is a meaningful relationship between cognitive style and academic procrastination and delayed gratification,the results acquired from regression analysis proved that along with the increase of adaptive and innovative cognitive style, the delay of gratification of students also increases. The study found a positive and significant correlation between adaptive cognitive style and academic procrastination, while a negative and significant correlation was observed between innovative cognitive style and academic procrastination. Type of cognitive style may influence on academic procrastination and academic delay of gratification in turn impacts students' academic performance. Consequently, to be aware of cognitive styles' role on academic functions is a necessity more than before.