<p>While increasingly individuals with autism or high levels of autistic traits enroll in higher education, there is limited research on their academic procrastination. This study examined the relationship between autistic traits and academic procrastination among university students using variable-centered and person-centered analyses. A total of 4,067 university students participated in online self-reporting questionnaires assessing their autistic traits, executive function, and academic procrastination. Latent profile analysis identified three profiles of autistic traits: low autistic traits (19.33%), medium autistic traits (59.67%), and high autistic traits (21.00%). Mediation analysis revealed that executive function mediated the effects of autistic traits on academic procrastination. Compared to the low autistic traits profile, the medium and high autistic traits profiles were associated with higher levels of academic procrastination, with executive function playing a stronger mediating role in this relationship. This study provides novel insights into the association between autistic traits and academic procrastination, emphasizing the critical role of enhancing students’ executive function. Practical implications for educators and administrators are outlined, along with suggestions for future research.</p>