The purpose of this study was to investigate the mindfulness-based stress reduction program on academic procrastination and academic motivation of female students. The research method was pretest-posttest with the control group. The statistical population of the study consisted of all female students of the third grade of secondary school in Mashhad during the first half of the first academic year of 2018-19. Among them, 30 were selected by random sampling method, and according to the initial assessments, they were randomly selected In two experimental groups (15 people) and control (15 people). The experimental group received mindfulness-based stress reduction program in 8 sessions of 45 minutes (weekly two sessions); the control group was placed on the waiting list for two months. Solomon and Solomon Rothblum (1984) and (1970) questionnaires were used to collect data. To analyze the data, multivariate analysis of covariance analysis was used. The results of data analysis showed that by controlling the effect of pre-test, there was a significant difference between the mean scores of the post-test of the experimental group in the academic procrastination variables and  the components of progressive motivation including assertiveness, perseverance, futures, and hardiness There is (P <0.001). In terms of intervention, it can be concluded that the mindfulness-based stress reduction program  has a significant effect on reducing  academic procrastination and improving progressive motivation of female students.