Students' achievement heavily depends on their time management skills. In the dynamic landscape of contemporary education, students often find themselves navigating a complex web of academic, extracurricular, and personal responsibilities. This descriptive case study delves into the intricate interplay between students’ time management practices and the prevalence of anxiety. The study population were consisted of PhD Scholars from universities who were working on their dissertations. A sample of 260 PhD scholars (Male = 192, Fem ale = 68) was selected using a multi-stage random sampling technique. Two questionnaires, the Time Management Scale (TMS) and the Zung Self-Rating Anxiety Scale (ZSRS), were used for data collection. The study concluded that no gender differences were found in time management among PhD scholars.  The comparison of anxiety on a gender basis shows no difference. The study concluded that a moderate positive relationship between time management skills and anxiety among PhD scholars exists. The study suggested that better time management does not decrease anxiety levels in groups, while time management had an 21.9% impact on the anxiety of the students.