Introduction Positive psychology interventions with focus on strengths of individual, is one of the new approaches in helping people due to develop their ability and emits .the aim of this study was to determine the effectiveness of positive thinking skills on academic procrastination of high school female students. Methods Research type was semi-experimental, pretest-posttest design with control group. Population was all female high school students in 3 section education organization Kermanshah city, 2014-2015. The research sample included 120 female from 22 Bahman high school students who were selected through multistage random cluster sampling method and then based on entrance and existence criteria assigned into two groups (experimental and control) randomly. The instruments used were academic procrastination Scale (validity = 0.65 & reliability = 0.83). The positive thinking skills intervention included 8 sessions, each 90 minutes, twice in week for experimental group. Because of effectiveness these interventions sessions were applied for control groups after posttest. Data analyzed with analysis of covariance using spss-21. Results The results showed that positive thinking skills is effective on academic procrastination of high school female students (P ≤ 0.001). Conclusions Regarding the divergences between two groups' positive skills training scan be effective in reducing procrastination. Findings indicated the necessity of applying positive thinking program training in schools due to reducing academic procrastination and increasing success and progress of their academic performance in students.