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This article explores the state of teaching probabilities in secondary school in Morocco through analyzing the curriculum and declared teaching practices. The curriculum analysis focused on the official requirements for teaching probability and examining the baccalaureate exams. The study of teaching practices looked at the attitudes of teachers towards the official program and their conceptions on its implementation. The exploration revealed some shortcomings in the prescribed curriculum with a clear difference in what is actually implemented. Some inconsistencies in the positions of teachers in relation to the field of probability and its teaching were also clearly observed.