Academic procrastination has been proven to be harmful to many aspects of college students’ academic and personal lives. Thus, several studies attempt to determine effective interventions in academic procrastination. In recent years, mindfulness has been found to effectively reduce college students’ academic procrastination. Although online learning has become a very convenient way of studying, students need a high level of self-management in online learning environments because they have more freedom in such set-up. As a result, mindfulness, as an individual difference characteristic of students, may have an important impact on learning efficiency in online learning environments. However, as far as we know, there are few researches on this issue. Therefore, the present research attempts to explore the impact of mindfulness on academic procrastination of college students in online learning environments, and considers resilience and self-control as two potential mediators. Previous research has found that mindfulness can improve resilience, which can help students adjust their negative emotions and cognition, reduce their fear of failure, and thus make them less likely to avoid problems with academic procrastination. Moreover, mindfulness has been found to associated with self-control. According to the limited-resources model of self-control, the self-control resources that individuals have are limited. Nevertheless, mindfulness can ease the depletion of resources in self-control. Self-control is also a strong and persistent predictor of procrastination. As a result, resilience and self-control may play significant roles in the relationship between mindfulness and academic procrastination. On the basis of this reasoning, we establish the multiple mediating model of resilience and self-control between mindfulness and academic procrastination. To prove this model, this research collected self-reported data using online questionnaires from 157 students in 28 colleges in China. Data were collected in stages with three different questionnaires in a month. The first questionnaire measured mindfulness, the second questionnaire measured resilience, and the last questionnaire measured self-control and academic procrastination. We used Five Facet Mindfulness Questionnaire (FFMQ), Aitken Procrastination Inventory (API), Resilience Scale (RS) and Self-Control Scale (SCS) to measure mindfulness, academic procrastination, resilience and self-control of college students, respectively. The statistical analysis was conducted using SPSS 24.0. Results show that: (1) A significant negative correlation exists between mindfulness and academic procrastination in online learning environments. (2) A significant positive correlation exists between resilience and self-control. Resilience and self-control are negatively correlated with academic procrastination. (3) Resilience and self-control have a chain mediating effect between mindfulness and academic procrastination. Thus, mindfulness can affect academic procrastination through the full mediating effect of resilience or self-control alone, and it can also affect academic procrastination through a chain mediating effect of resilience and self-control. These findings enrich the research on the mechanism of the influence of mindfulness on academic procrastination in online learning environments. They also deepen our understanding of mindfulness, so as to promote the development of mindfulness and enable people to improve their lives through mindfulness. From a practical perspective, the present research provides an valuable insight into how to reduce students’ academic procrastination in online learning environments, which is helpful in the improvement and further development of online learning.