Background/purpose: This study investigates the selection process of preservice mathematics and science teachers in Morocco, aiming to assess the perspectives of candidates on the fairness and efficacy of the process. The primary purpose of the study is to explore the challenges and concerns surrounding the criteria used for teacher recruitment. Materials/methods: A cross-sectional survey approach was used, involving 212 candidates enrolled at the Regional Center for Education and Training Professions in Rabat. Data were collected through a structured questionnaire focusing on the preliminary selection criteria, written tests, and interviews. Results: Candidates expressed concerns over age-based selection criteria and qualification requirements in the initial selection, suggesting these do not predict teaching quality. The alignment of written exams with university curricula was questioned, particularly regarding didactics and educational sciences. Additionally, the written tests were seen as insufficient in assessing practical teaching competencies, calling for more scenario-based questions. Conclusion: The study highlights the need for a more inclusive and adaptable selection process that addresses concerns over age limits and balances academic qualifications with practical teaching skills. Improving the alignment with curricula and incorporating real-world scenarios could enhance fairness and better assess the competencies essential for effective teaching in Morocco.