This paper explores two speech communities for which language of instruction (LI) is a marker of socioeconomic class that forecasts respondents’ overt language attitudes. Former inquiry has not explored the link between LI and speakers’ language attitudes. However, the outcomes of this inquiry display that LI underlies the contestation of codes within Morocco’s multilingual educational domain. The theoretical framework of this inquiry conceptualizes the role of language as a commodity that shapes socioeconomic asymmetries in the global economy (Heller 2010; Shankar and Cavanaugh 2012; Urciuoli and LaDousa 2013). It is stated that the appearance of the trope of profit (Duchêne and Heller 2012) in the global market has fostered new forms of linguistic hegemony that bifurcate Morocco into two speech communities based on LI. The outcomes of a language attitude questionnaire administered to university student respondents with different LI backgrounds display a divide—an instrumental motivation that fosters positive attitudes toward French and English, as in the case of French-taught respondents, or by contesting such an ideology via asserting local identity for SA-taught respondents.