<p>The path to education for Moroccan girls is fraught with obstacles throughout their lives. This study examines the impact of local social, economic, demographic, and geographic factors on girls’ school dropout rates in Morocco. Yet, while existing studies have highlighted general barriers, less attention has been paid to the spatial dimension of these challenges and to identifying the stages of schooling at which girls are most vulnerable. This study addresses that gap by examining how local demographic, linguistic, economic, and social factors influence girls’ educational trajectories and identifying the transitions at which dropout risks are most acute. Specifically, it considers three critical transitions: from primary to middle school, from middle to secondary school, and from secondary to higher education. Results reveal that dropout is geographically concentrated, with the transition from primary to middle school emerging as the most fragile stage. Key factors include limited access to remedial and catch-up programs in remote regions, the absence of meaningful opportunities for girls once they leave school, and the persistence of intergenerational illiteracy, particularly in rural areas. Therefore, these findings suggest that interventions must focus on early transitions. Policies should reinforce remedial programs, expand secondary-level chances for rural girls, and interrupt the cycle of illiteracy across generations. Addressing these barriers is crucial for achieving gender equity in education and advancing social development in Morocco.</p>