This study examined the difference of metacognitive belief, deadline pressure, and emotional distress among active and passive procrastinators. The participants were 646 students from 12 universities and research tools included a procrastination check list, an active procrastination scale, a meta cognitive belief scale, and an emotional adaption scale. Questionnaires were analyzed by a t test, two-way ANOVA, Cohen’s d and latent growth model. The results of this study were as follows: (1) active procrastinators reported a high degree of positive meta-cognition, but passive ones reported a high degree of negative meta-cognition; (2) active procrastinators decreased procrastination and reported lower emotional adjustment before achievement evaluation, but this was not the case for passive ones; (3) both procrastinators’ emotions after the low achievement feedback were significantly worse, especially for the active procrastinators; and (4) two different procrastinator types revealed different levels of emotional distress. Implications for theory, practice were research are discussed.