Morocco’s economic development depends largely on the ability of Morocco to gain access to a diversity of markets for which English happens to be a lingua franca.   Hence, future decision makers, mainly graduates of higher specialized institutions, should be equipped with an adequate level of English enabling them to negotiate to gain more markets. However, to attain this major objective, the teaching of English in these vital and strategic institutions needs further refinements in terms of curricula that respond to both students’ and the country’s needs, provisions whose learning outcomes meet international standards and mainly the Common European Framework. English classes in higher institutions receive mixed ability students whose level ranges between elementary and upper-intermediate. They receive a one-size-fits-all input that is designed and implemented by their tutor.  This state of affairs does not enable low-level nor high-level students to grow. Alternatively, there is a need for a model that can meet the wide range of needs of current learners together with the expectations of the country. This model should be based on differentiation and systematic planning which mainly respond to different students’ individual needs in the hope of resulting in their progress.