Background: Academic advising is a pivotal component in the educational journey of postgraduate nursing students. It significantly influences their academic success and professional development by supporting their autonomy in learning settings and alleviating academic tasks procrastination. Aim of the study is to: Determine the influence of academic advising on autonomy support and tasks procrastination among post graduate nursing students. Method: Research design: A descriptive correlational research design was utilized. Setting: Faculty of Nursing at Tanta University. Subjects: All postgraduate nursing students (n=232) who were enrolled in a credit hours system in the academic years (2023 / 2024) and be available at time of data collection. Tools of data collection: Three tools were utilized: Academic advising questionnaire, perceived autonomy support questionnaire and procrastination assessment scale. Results: more than half (54.7% and 55.6%) of postgraduate nursing students had high level of perceptions regarding activities and satisfaction of academic advising respectively. 41.8% of them perceived moderate level of autonomy support. And slightly less than half (49.1%) of them had moderate level of tasks procrastination.Conclusion: There were positive significant correlation between dimensions of academic advising and autonomy support and negative significant correlation with tasks procrastination. Recommendations: Staff development programs are recommended to train academic advisors in the academic advising and how to provide autonomy support to their students to identify and alleviate tasks procrastination