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This work analyzes the difficulties encountered in teaching the "Population Genetics" module at qualifying secondary level. Situated at the crossroads of Mendelian genetics and evolutionary theory, this module presents a high degree of conceptual and epistemological complexity. Through an approach combining bibliographical analysis and didactic study of the Moroccan textbooks "Le nouveau dans les SVT" and "À l'accueil des SVT", the research highlights shortcomings in the transposition of scientific knowledge: historical decontextualization, unbalanced use of biological examples, poor integration of the evolutionary dimension and persistent conceptual confusion. The study recommends a revision of textbooks, better historical and scientific contextualization, and ongoing teacher training to reinforce the coherence between learned and taught knowledge.