This paper investigates how the gap between language-in-education policies in public institutions and in private institutions in Morocco is a central factor in the perpetuation of the social hierarchy in the country. The paper employs a mix-method approach, quantitative and qualitative, in order to analyzes different components of the language policy model of Spolsky (2009). The comparison between public and private institutions in Morocco helps to understand how this educational system speculates on the sociolinguistic diversity of the country through inequal language policies. Emerging patterns show that the current postcolonial bilingual system, in which French and Standard Arabic occupy different positions, reflects an unequal social system. On the other hand, contemporary linguistic dynamics in the country regarding the growing diffusion of English, the increase in the teaching of Berber and the developing position of Moroccan Arabic could play a fundamental role in reducing the gap between public and private education.