This article aims to analyze the view of undergraduate health students concerning academic procrastination and how they perceived an intervention program aimed at self-management of the university experience as a coping strategy. It adopted Bandura's Cognitive Social Theory as its theoretical foundation, mainly the constructs of self-regulation of learning and self-efficacy. The research involved 299 students from the Physical Education, Physiotherapy, Nutrition, Occupational Therapy, Psychology, and Social Work courses being carried out in three stages: 1) Application of an Academic Procrastination Scale questionnaire and an identification form for the participants; 2) intervention in small groups in the form of workshops based on conversation circles; 3) individualized intervention. It was concluded that procrastination is a behavior present in the students' daily lives and that it becomes important to create spaces for reflection and learning to experiment with a strategy that facilitates coping. The group intervention showed potency, as it made it possible to listen and exchange experiences. In it, the participants were able to analyze procrastination beyond the individual aspects