Moroccan society has yet to embrace Modernity as a value system. The university, which is supposed to become the engine of social change, is perplexed. Educational policies anticipate the so-called “positive” reconciliation of Traditional and Modern values. Restricting the latter to technical aspects, or imitation and duplication without appropriation, sends academic values into a tailspin. Attempting to combine the unalterable means postponing the imminent imperative of the modern human condition. Discordance seems to guide the state of mind of academics, in this case, students, and deformity sits where clarity, innovation, and emancipation should guide student youth towards the Enlightenment of intellect and scholarship. This article aims to answer a central question: how do university students reconcile the values of Tradition with the values of Modernity? To this end, the methodology is based on a descriptive quantitative analysis of student responses. Incompatibility, aspiration to other axiological worlds, inefficiency, heartbreak, and dissonance are, among others, major qualifications of a “forced” conciliation of values in an insoluble dilemma. This study questions the value system underpinning Moroccan higher education. If the performance of Moroccan universities is condemned to plenary mediocrity, or even reprehensible inhibition, this is due, above all, to the values that govern them.