Procrastination is a widespread phenomenon in higher education. Recently, aspects of the higher education context targeting self-regulation, social characteristics and task characteristics have been theoretically linked to procrastination. However, only a few and mostly univariate studies on university course characteristics and their relations to procrastination exist. Therefore, the aim of the present study was to integrate several course characteristics, examine in which way they relate to procrastination, and determine if these relations are observable above and beyond individual motivation. We conducted a multivariate two-level study with a sample of 90 courses with 1,809 students from different faculties and semesters. Based on previous conceptualizations and findings, we included twelve course characteristics that potentially affect procrastination. Results imply that academic procrastination is associated with several course characteristics to a considerable degree, especially with the degree in which the course context satisfies basic needs as well as with the clarity and difficulty of assignments.