Several challenges are reported by both teachers and students in teaching-learning science subjects through the medium of French in the Moroccan University. Hence, the objective of this study to explore the major issues and challenges in teaching-learning of content subjects.

A case study approach was used for the study. Qualitative data was collected from the teachers and learners through semi-structured interviews, classroom observation and focus group interviews. All the interviews were recorded and transcribed later for analysis. These interviews allowed for discussion on the varying uses of French and Arabic in the classroom, challenges faced by teachers and learners and their coping strategies in the light of practices observed in the classroom. It also allowed for discussion on possible support strategies to help the students study through FMI.

In our study it was found that FMI affects both students' amount and quality of their learning. The majority of students (89%) reported that although they know that French was the medium of instruction during university, it was tougher than expected when they started, as it was very hard for them to understand the content in French. FMI also seems to affect the students' motivation level. Again a large number of students (67%) shared a change in attitude to science subjects when they had to study them through FMI. Surprisingly, they were very motivated for math and physics in the secondary school and I hated French subject but in the university they were more motivated for French and hated math and physics.