_____________________________________________________________________________________________________ ++ PhD Candidate; *Corresponding author: E-mail: fatimaezzahra.oubni@um5r.ac.ma; Cite as: Oubni, Fatima Ezzahra. 2025. “English As a Medium of Instruction for Science: Teacher and Student Perspectives”. Journal of Education, Society and Behavioural Science 38 (4):310-21. https://doi.org/10.9734/jesbs/2025/v38i41421. Journal of Education, Society and Behavioural Science Volume 38, Issue 4, Page 310-321, 2025; Article no.JESBS.141655 ISSN: 2456-981X (Past name: British Journal of Education, Society & Behavioural Science, Past ISSN: 2278-0998) English as a Medium of Instruction for Science: Teacher and Student Perspectives Fatima Ezzahra Oubni a++* a Doctoral Program in Literary, Linguistic, and Cultural Studies, Faculty of Letters and Human Sciences, Sultan Moulay Slimane University, Beni Mellal, Morocco. Author’s contribution The author designed the study, collected and analyzed the data, conducted the literature review, and wrote the manuscript. The author read and approved the final version of the manuscript. Article Information DOI: https://doi.org/10.9734/jesbs/2025/v38i41421 Open Peer Review History: This journal follows the Advanced Open Peer Review policy. Identity of the Reviewers, Editor(s), and additional Reviewers, peer review comments, different versions of the manuscript, comments of the editors, etc, are available here: https://pr.sdiarticle5.com/review-history/141655 Received: 04/06/2025 Accepted: 06/08/2025 Published: 12/08/2025 ABSTRACT This study explores the attitudes of Moroccan high school science students and teachers toward English as a Medium of Instruction (EMI). It addresses the challenges linked to French as a medium of instruction. Based on survey responses from 110 students and interviews with nine teachers, the research highlights a growing preference for English, fueled by exposure to digital media, global ambitions, and perceived academic benefits. While students find it difficult to understand scientific concepts in French, they consider English more accessible and relevant for learning and future opportunities. Teachers, although supportive of EMI, report facing linguistic and pedagogical obstacles and emphasize the need for structured training and curriculum reforms. Additionally, the study emphasizes the limitations of using Arabic and Tamazight for scientific instruction due to terminology gaps and epistemological issues. The findings reinforce the urgent need to review language policies in Moroccan education, especially the role of English in science learning. Original Research Article