Nursing education combines rigorous academic requirements with intensive clinical training, exposing students to competing role demands that may trigger academic procrastination. This descriptive-correlational, cross-sectional study examined the relationship between academic procrastination and role conflict among 279 nursing students (Levels 4 to 8) at Riyadh Elm University. Data were gathered using a modified Academic Procrastination Scale and a 16-item self-developed Role Conflict Scale, both validated by a panel of experts and pilot-tested (Cronbach's alpha = 0.817). The sample was predominantly female (72.76%), with most respondents aged 21-23 years old (61.29%). Nursing students exhibited a task-dependent pattern of academic procrastination, with writing a term paper (M=3.26) rated very high and keeping up with reading assignments (M=2.52) rated high, while the remaining dimensions were moderate. More than half of the students (53.33%) reported a moderate level of role conflict and 26.88% reported a high level, driven largely by competing time demands and inconsistent expectations between clinical instructors and coursework. Pearson correlation analysis showed that role conflict was significantly and moderately associated with procrastination on academic tasks (r =.46, p<.001) and studying for exams (r =.45, p<.001), while associations with the remaining dimensions were weak and non-significant. These findings suggest that role conflict selectively undermines nursing students' capacity to manage tasks requiring sustained cognitive effort. Nursing curricula should integrate time-management and self-regulation training, alongside consistent academic-clinical expectations, to reduce role conflict and its effects on procrastination among nursing students.