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The present paper addresses the issue of language policy and language planning in Morocco. In particular, it argues that that there is a lack of a clear language planning strategy that is based on a sound political, socio-economic, ideological and academic justification. This problem has resulted in an inconsistent education approach, creating an incompatibility between different levels of education (e.g. high schools vs. universities), social classes (e.g. low class vs. middle/high class) and professional environments (e.g. academia vs. job market). For this reason, we suggest that three elements need to be integrated into any language planning effort. These are Literacy Prestige, Economic Prestige and Academic/Scientific Prestige.