Academic achievement is a key indicator of educational quality and student success. However, academic procrastination and internet addiction may negatively influence students’ academic experiences and outcomes. This study investigates the relationship between academic procrastination, internet addiction, and self-perceived academic achievement among Peruvian university students. Based on data from 525 university students, the research examines the mediating role of internet addiction in the association between academic procrastination and perceived academic achievement. The findings demonstrate that academic procrastination is negatively associated with self-perceived academic achievement and positively related to internet addiction, while internet addiction partially mediates this relationship. These results provide new insights into the behavioral and psychological factors affecting academic achievement in higher education.