This paper provides a comprehensive overview of Deaf Education in Morocco documenting its historical evolution and systematically assessing current instructional methodologies. With a focus on learning and teaching environments, the study aims to offer a wide understanding of the educational opportunities, teaching methods, and teacher training programs within Moroccan schools serving the Deaf community. The research questions guide the inquiry addressing historical paths, the influence of teaching methods, and common challenges. By identifying challenges and evaluating practices, the research makes methodological and theoretical contributions to the fields of special education and Deaf education in Morocco. This foundational resource, which is lacking in Moroccan research, serves as a basis for future investigations into instructional approaches. The study navigates through Morocco’s educational history from colonial impact to post-independence reforms emphasizing challenges like pedagogical strategies, infrastructure limitations, and social integration issues. The findings confirm the importance of shifting negative attitudes, fostering inclusivity, and reassessing policies to enhance the educational journey for Deaf learners in Morocco.