This study explores the didactic and methodological challenges of teaching Mauritanian history in middle and secondary schools, with a focus on identifying the obstacles that hinder effective learning outcomes. It addresses the lack of student motivation, the disconnect between historical content and lived reality, and the limited role of history education in fostering critical thinking and contributing to national development. The research investigates the shortcomings in teaching plans, the underutilization of available pedagogical tools, and the repetitive nature of curricular content. It also considers the potential of Mauritanian history to inspire national identity and stimulate analytical thinking when taught through engaging, contextually relevant models. The study emphasizes the need to move beyond narrative approaches to include interpretation and critical engagement, aligning history education with broader educational reforms. It adopts a descriptive and analytical methodology to assess the current state of history teaching and propose ways to enhance its relevance and effectiveness. By focusing on field research within educational institutions, the study highlights the gap between curriculum content and real-life applicability. It raises key questions regarding the renewal and positioning of Mauritanian history within the national education system: Why is it taught the way it is, and how can it be improved?