Writing anxiety represents a significant challenge for learners of English as a second language. This study examines the correlation between writing anxiety and procrastination levels among Iraqi upper-intermediate EFL learners. Data collected from the University of Kufa regarding procrastination and writing anxiety were subjected to analysis. The investigation utilized a correlational methodology and conducted a descriptive analysis of the results obtained from two standardized questionnaires: Lee’s (2005) English Writing Anxiety Scale (EWAS) and Lay’s (1986) procrastination scale. This study seeks to investigate the potential correlation between writing anxiety and levels of procrastination among learners. The hypothesis proposes that there is no statistically significant relationship between the levels of procrastination experienced by Iraqi EFL upper-intermediate learners and their associated writing anxiety. The findings indicate that the participants exhibit a level of writing anxiety that exceeds the neutral threshold, with a mean score of 3.12. Furthermore, their level of procrastination also surpasses the neutral level, as evidenced by a mean score of 3.65. Nevertheless, the correlational analysis indicates a lack of a statistically significant relationship between writing anxiety and procrastination. The findings indicate that procrastination does not serve as a primary determinant of writing anxiety. This suggests that other psychological factors may play a significant role in contributing to heightened levels of anxiety associated with writing tasks. In light of these findings, the study advocates for a more comprehensive investigation into other variables that may contribute to writing anxiety. These variables include, but are not limited to, self-esteem, apprehension regarding negative evaluation, and cultural influences. The text further advocates for the implementation of targeted support interventions within educational institutions aimed specifically at addressing writing anxiety. Such measures have the potential to enhance both overall student performance and well-being in the domain of academic writing.