This paper aims to shed light on the difficulties that science teachers face in teaching physics concepts in middle schools. For this study, we have used a questionnaire consisting of a series of questions for the purpose of gathering information about difficulties encountered by physics teachers in teaching physics concepts. 35 teachers working in Moroccan middle schools located in Essaouira city participated in this questionnaire. The results of this search showed that the building of physics concepts in middle school is obstructed by a number of factors, including the nature of the concept itself, the previous perceptions of learners, and the presence or absence of Instructional materials. Failure to take these difficulties into account; may lead to a decrease in school level achievement and an increase in the dropout rates.

Keywords: difficulties, teaching, physics concepts, obstacles