Abstract: Higher education decolonization has been the subject of ongoing discussion among scholars across various contexts. The case of Morocco is no exception. In fact, the university may be the institution most in need of decolonization. This study aims at identifying key strategies that the Moroccan university professors would suggest for making the process of decolonizing higher education curriculum possible. The data was collected by means of semi-structured interviews conducted with ten university professors representing six different Moroccan institutions, the study, especially, examines their perspectives on how decolonization can be implemented within English departments. Among the key themes that emerged were the need for a context-specific pedagogy, the integration of local knowledge and scholars, and a strong emphasis on comparative studies and critical pedagogy.