This pilot qualitative document analysis study explored policies’ formation theory and framework as they relate to online learning at six colleges in Morocco. The study generated a conceptual framework through which six higher education institutions in Morocco were examined. The research used document analysis. The framework analyzed, assessed, and reported on each institution’s online learning policies, the presence or absence of education majors, and prevailing environmentally friendly culture. For every institution, it was ensured that consistency in instrument administration would not be marred by carelessness in the administration of the instrument. A table was introduced. It represented the percentages that every institution got relating to the research questions and got their mean score. Advancing via instrument use, it was important to be aware of the fact that there was a threat to internal validity that may be caused by maturation and selection. The collection of the data was cross-sectional. The experiment did not apply to professional higher education institutions. It ignored the services that higher education institutions contracted with. It did not explain the type of ethics that a university observed. It was not useful when data regarding higher education universities were not available. The framework should help secure quality learning and persistence in online learning and should contribute to research regarding remote and online learning policies in Morocco. Conducting a pilot study on Remote and Online Learning Policies in Higher Education in Morocco has yielded key findings that are clear, manageable, and will contribute to the research information about the topic.