Abstract
This article addresses the issue of gender and teaching practice in the school environment. It focuses in particular on the reality of the Moroccan school. The objective of this study is to analyze the perceptions of students and teachers on teaching practice and its impact on gender diversity, which is one of the major characteristics of Moroccan school. A qualitative and quantitative survey carried out in a Moroccan private sector college provides an insight into the teaching and learning process in a school characterized by gender diversity. We question the mechanisms of this process in order to verify whether teaching practice is inclusive and contributes to gender equality or discrimination among students.