This article contributes to the study of Moroccan teacher-researchers career trajectories. The contribution will allow not only for a better understanding, confirmation, examination, and discussion of the many causes for the university professor's career cap but also for a better contextualization of the current techniques employed to manage his career advancement. Based on our findings, we present a fairly clear discussion of the assumptions, the career cap's most significant meaning for Moroccan academics in particular, its collective determinants (individual, organizational, and contextual), and its effects (both positive and negative) on their work behaviors and attitudes.