The Moroccan government has promoted cultural inclusivity and linguistic pluralism as a part of its response to the country’s mass uprisings in 2011. The state has framed education as a central pillar of this national “social project,” claiming to reverse longstanding language policies that have marginalized forms of expression outside of French and Standard Arabic. However, the preeminence of Morocco’s unified national curriculum—which has historically valued scientific and technical education in French—has left little room for schooling that departs from rote exam preparation in these subjects. In this context, the Moroccan Ministry of Education has turned to extracurricular education as a site for putting into practice cultural and linguistic inclusion, particularly through programs focused on the cultivation of creativity (al-ibdāʿ). This study provides an ethnographic account of how public-school teachers implemented one such novel program in the heart of Morocco’s Arabic-Tamazight bilingual Middle Atlas region. Focusing on concrete interactions in and around the extracurricular program, I document teachers’ efforts to manage how their work is interpreted—by students, by members of the community, by their colleagues, and by their superiors. In doing so, I explore how local politics of class, ethnicity, and bureaucracy shaped the emergent program, often in ways that escaped the teachers’ control as both educational professionals and quasi-agents of the state. This study more broadly emphasizes how the ritual trappings of schooling—often theorized as mere context for teaching and learning—can function as a dynamic site for negotiating ideologies of language, personhood, and governance.