<p>This study explored the perceived benefits and challenges of using L2-French as the mandatory medium of instruction for scientific subjects in Moroccan secondary education, along with the role of translanguaging in addressing students’ learning difficulties. L2-French medium instruction (FMI) is part of the Language Alternation (LA) policy, which involves teaching natural sciences, physics, and mathematics in foreign languages while using Standard Arabic, the official language, for other subjects. The quantitative data presented in this paper are part of a comprehensive mixed-methods study that examined the perspectives of teachers, students, and administrators, providing valuable insights into this new educational experience within the Moroccan context. Analyses were conducted using SPSS software, employing descriptive statistics and non-parametric inferential tests. The findings indicated that students from disadvantaged backgrounds in rural and public schools, who struggle with their French proficiency, hold a more negative outlook on their language and conceptual development in this new environment compared to their counterparts in urban and private schools. Additionally, the evidence suggests that translanguaging can serve as a supportive strategy for students with low French proficiency, helping to alleviate the challenges associated with the new policy. This study offers implications for leveraging the new policy and mitigating students’ difficulties.</p>