Reform of educational institutions is an ongoing process which constantly molds and refits curricula, teaching methodologies, and infrastructures to new content and shapes in order to meet the needs of continuously changing communities. Congruent with such statement, Morocco, as other states elsewhere, has undergone several reforms the last of which was in the academic year 2003/2004 with the introduction of the LMD system (Licence, Master, and Doctorate) to higher education. Such reform and its influence on English language teaching are the main concern of the current study. Informed by policy documents and evidence drawn from qualitative data collected through means of observations and interviews of students at Faculty of Letters and Human Sciences, Sais, Fez, the study revealed that, on the one hand, the new reform has brought an innovative curriculum; however, a number of acute problems impeded the effectiveness of the reform. The problems were mainly linked to lack and poor educational infrastructures, insufficient coverage of some subjects (say, ESP), and the lack of student academic advising program which is necessary for students to develop self-autonomy. The cumulative effects were high attrition rates and repetitions, poor learning outcomes, and generally mismatch between the goals of the reform and its outcomes.