The current research aims to classify students of the Faculties of Education and Early Childhood Education at Zagazig University into homogeneous profiles of time perspective and academic perfectionism, and to explain the differences in their profiles according to the difficulties of making career decisions, as well as to identify the relationship between students' affiliation to one of the profiles by the type of college (Education - Early Childhood Education), as well as to identify the relationship between students' affiliation to one of the profiles by the academic year (first - second - third - fourth). The research sample consisted of (1062) male and female students from the four years of the Faculties of Education and Early Childhood Education. Measures of time perspective, academic perfectionism, and difficulties in making career decisions were applied to them (prepared by the researchers). Using cluster analysis, one-way analysis of variance, Scheffe test, and Chi-square, the results showed: the presence of three clusters representing different profiles of time perspective and academic perfectionism; The first group is characterized by high averages of time perspective (positive past, pleasant present, and future), low averages of time perspective (negative past, inevitable present), and high averages of the six dimensions of academic perfectionism. This group included (432) male and female students, representing (40.68%) of the sample. The researchers called this group “the profile of maladaptive academic perfectionism and the balanced time perspective.” The second cluster was characterized by high averages of time perspective (positive past, pleasant present, and future), low averages of time perspective (negative past, inevitable present), high averages of academic perfectionism dimensions (high standards, organization), and low averages of academic perfectionism dimensions (parental expectations, parental criticism, focus on mistakes, and doubts about performance). This cluster included (356) male and female students, representing (33.52%) of the sample. The researchers called this cluster "the adaptive academic perfectionism profile and balanced time perspective." The third cluster was characterized by low averages of the five time perspectives, as well as low averages of the six academic perfectionism dimensions. This cluster included (274) male and female students, representing (25.80%) of the sample. The researchers called this cluster "the non-perfectionists with low time perspectives." The results also showed that there were statistically significant differences at the level of (0.01) between the average scores of the three clusters in the dimensions of difficulties in making professional decisions and the total score. There is a relationship between the student’s affiliation to one of the clusters by the type of college (Education - Early Childhood Education), and there is also a relationship between the students’ affiliation to one of the clusters by the academic year (first - second - third - fourth).