This study investigates the implementation of explicit instruction in Moroccan primary schools by analyzing teachers’ experiences and perspectives to evaluate its effectiveness in enhancing learning outcomes. It addresses challenges related to insufficient teacher training and structural barriers that hinder the optimal application of this approach, despite its potential to improve students’ academic performance. Conducted within the Moroccan educational context, the research focuses on primary education, where teachers often face limited instructional time, overcrowded classrooms, and inadequate institutional support. Using a descriptive-analytical methodology, data were collected through a questionnaire distributed to 50 teachers. The independent variable is the implementation of explicit instruction, while the dependent variables include learning quality and student academic achievement. Additional factors examined include demographic characteristics, training levels, classroom practices, and obstacles affecting implementation. Findings reveal that approximately 69% of teachers regularly use explicit instruction, though variations exist based on training and contextual constraints. Results also indicate a positive impact of explicit instruction on student motivation and performance, highlighting its potential as an effective pedagogical model. The study concludes that successful implementation requires ongoing professional development, improved educational infrastructure, and stronger institutional support. It further emphasizes the need for collaboration among stakeholders and policy alignment with international standards to promote sustainable pedagogical reform and educational equity in Morocco