Educational practices are of great importance in the teaching-learning process and form a basis for, among other things, the failure or success of any training action. Thus, in this study, we tried to approach the quality of these practices carried out by teachers of the physical sciences of the colleges of two delegations Settat and Berrechid (Morocco). To do this, we used the paper-pencil (questionnaire) task for these teachers and their students. The study showed that the teaching methods adopted were varied: expositive, interrogative, problem situation and investigation. The interrogative method and the problem situation dominate in frequency and preference. The expositive method seems to be still used, whereas, the method by project, the teachers admit never to use it. Thus, it is not easy for teachers to use different methods in class. However, each of them remains nevertheless present in their practices. The use of varied methods maintains the interest of the learners stimulates active participation and improves learning. It is from the right articulation between these teaching methods that the students derive the greatest benefit. On the other hand, the Insufficient time, the amount of content to be seen, the lack of autonomy to act on the content of the courses, the excessive number of learners, Insufficient teaching materials, the lack of training and Insufficient Pedagogical support (supervision) are obstacles braking the use of these active methods.
