The purpose of this study was to examine possible differences between impoverished and non-impoverished students’ perspectives of time. Specifically, the study examined students’ academic future time perspectives defined as their ability to plan ahead to complete academic tasks and to judge their effectiveness in completing such tasks.

A causal/comparative research design utilizing a survey instrument with a purposive sample of 60 impoverished and 60 non-impoverished fifth grade students was implemented. The data was analyzed using both descriptive and inferential statistics to compare the means of each group for each survey item.

The results suggests a difference does exist between impoverished and non-impoverished students’ academic perspectives of time as measured as their self-reported behaviors concerning planning and prioritizing to complete academic tasks, and as measured as their judgments regarding their effectiveness in completing academic tasks. Four conclusions have been drawn from the data: impoverished students are more focused on the present moment than their more future oriented non-impoverished peers; impoverished students do not see the future value inherent in completing and submitting homework and assignments; impoverished students do not honor commitments to time; and gender is not a confounding variable and does not interfere with impoverished students’ academic future time perspective.