Academic procrastination is a complex phenomenon and a common behaviour among nursing students. Due to procrastinating behaviours, students cannot show their real performances in learning processes. A quantitative research approach with a preexperimental one-group pre- and post-test research design was used to assess the effectiveness of behavioural modification strategies on academic procrastination among 1st year BSc Nursing students. Samples were selected by a non-probability convenience sampling technique. Data was collected using the demographic variables proforma and Tuckman’s procrastination scale. Behavioural modification strategies were aimed at reducing procrastination through time management, motivation, relaxation and emotional regulation, behavioural exploration and environmental triggers, cognitive restructuring, mood regulation and psycho education over five consecutive sessions. Data were analysed by descriptive and inferential statistical methods. In the pre-test, 42 (84%) had a high level of procrastination, and in the post-test majority, 41 (82%), had a low level of procrastination. The level of procrastination in pre-test mean and SD was 49.46 ± 6.09 and in the post test and mean SD was 31.17 ± 4.86 and calculated ‘t’ value of 19.61 had statistically significant difference at p < 0.01 level which clearly showed that there was a significant reduction in the level of procrastination after selected behavioural modification strategies among nursing students. The demographic variable, ‘academic performance in school’ had a statistically significant association with the level of academic procrastination among nursing students, p < 0.05. Behavioural modification strategies were effective in reducing the level of procrastination among 1st year BSc Nursing students.