The present study was conducted to investigate the efficacy of combined package of time perspective and mindfulness on the academic motivation and psychological well-being of students with learned helplessness. The present study was semi experimental (with experimental and control groups) with three-stage (pretest, posttest, follow-up) and two-month follow-up period design. The statistical population of the present study included students suffering from learned helplessness in the second year of high school in Isfahan city in the academic year of 2020-21. 34 student with the learned helplessness were selected through purposive sampling method and randomly accommodated into experimental (18 students) and control groups (16 students). The experimental group received 12 ninty-five-minute sessions of combined package of time perspective and mindfulness during twelve weeks. The applied questionnaires included Learned Helplessness Questionnaire (Quinless, Nelson, 1988) (LHS), Psychological Well-Being Questionnaire (Ryff, 1986) (PWBQ) and Academic Motivation Scale (Vallerand et al, 1992) (AMS). The data from the study were analyzed through mixed ANOVA method via SPSS23 software. The results showed that package of time perspective and mindfulness has significant effect on the academic motivation (F=38.46; Eta=0.54; P<0001) and psychological well-being (F=52.99; Eta=0.62; P<0001) of the students with learned helplessness.