In the process of acquiring a foreign culture, specifically French culture for Moroccan learners, it’s crucial to adopt an intercultural approach that puts their needs and experiences at the forefront. The goal is to help students move beyond mere language learning to truly understand and engage with the new culture, fostering both intercultural and intellectual awareness.

In this context, secondary school teachers of French are encouraged to incorporate this intercultural competence into their teaching, as outlined in official educational guidelines. But how effectively is this competence being integrated into the classroom practices of French teachers in Moroccan secondary schools? This study aims to explore this question through a blend of quantitative and qualitative methods, shedding light on some of the extralinguistic challenges that arise in language learning environments