Future time perspective (FTP) as a stable personality trait includes the future cognitive, affect experience and behavior disposition, and plays an important role for guiding the individuals’ present behaviors. Time management disposition is a way of psychological and behavioral characteristics of individual in treating time function, value and using time. However, little research addresses the relationship between FTP and academic achievement in China, especially whether time management disposition can be a mediator variable between FTP and academic achievement. We hypothesize that adolescents with future orientation can make a reasonable plan for the future, prepare well for the future in advance, tend to delay of gratification, and enhance behavior controllability, to boost the value sense of time, thus have more adherences on academic performance. The Sample in this study consisted of 1,002 middle school students, aged from 11 to 19 years-old. Instruments were the Scale of Time Management Disposition (time value, time monitor, and time efficacy), a FTP questionnaire (future negative, future positive, future confusion, future clarity, future persistence, future plan), and a survey on adolescent’s academic achievement. Mplus Bootstrap program was employed to test the mediation effect of time management disposition. The results showed that: (1) the levels of academic achievement (high or low group) have significant differences on each dimension of FTP and time management disposition (p<.05). (2) Future positive, future persistence, future clarity and future plans have significant positive correlations with time management disposition and academic achievement (p<.05); future negative and future confusion were significantly negatively correlated with time management disposition and academic achievement (p<.05). (3) Future negative has a significant direct effect on academic achievement(?=-.101); future confusion(?=-.072), future clarity(?=.175), future persistence(?=.114) and future plan(?=.109) have a significant indirect effect on academic achievement through time management disposition(?=.272);future confusion(?=-.109), future clarity(?=.137), future persistence(?=.144) and future plan(?=.180) have a significant indirect effect on academic achievement through time monitor(?=.206); future negative(?=-.069)，future confusion(?=-.078), future clarity(?=.162), future persistence(?=.168) and future plan(?=.065) have a significant indirect effect on academic achievement through time efficacy(?=.271). Thus, although the future is full of uncertainty and ambiguity, individuals with a clear understanding of the future, are willing to pay more efforts to targeted value and good at arranging time. They also own a good sense of self-efficacy, use more meta-cognitive strategies and resources management policies, and have a good time integration capabilities, thus get a better academic performance. Results are discussed considering the importance of time management disposition in the impact of FTP on students’ academic achievement. Practical significance of this study is that teachers need to act as a "guider" in the daily teaching activities and actively guide the future of the adolescent, and promote their future thinking and improve students' time management.