Objective　To compare the outcomes of PAD (presentation, assimilation, and discussion)  teaching method and the traditional teaching method in a bilingual class. Methods　A total of 118 college students (n＝32 for the experimental group, n＝86 for the control group) were recruited. Achievement motivation and procrastination were measured by using questionnaires, and the academic performances of the experimental group and control group were compared. Results　Compared to the control group, students in the experimental group who were taught with the PAD teaching method had a significant decrease in the level of procrastination(t＝-3.15, P<0.01), and a significant increase in their academic scores (t＝4.18, P<0.001). In addition, achievement motivation fully mediated the relationship between teaching methods and academic performance. Conclusion　PAD teaching method can effectively decrease the level of procrastination and increase academic performance among college students, and thus should be used as one of the major resolutions of the difficulties in bilingual teaching.