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In Haiti, 80% of the teachers working in the country's 16,000 schools (which cater for a total of around 2 million schoolchildren) have received no initial training. They perpetuate a frontal, repetitive and not very inclusive model of knowledge transmission (French Embassy, 2014). During our investigation in May 2018 in Jean-Rabel to complete our dissertation, twenty-seven teachers out of 30 highlighted the problem of "continuous training" as a huge difficulty in carrying out their duties. And yet these teachers had an average of fifteen years' experience. They had attended training sessions solely on "L'approche par Compétence APC" and "la pédagogie différenciée", thanks to the introduction of the renovated secondary school system. This book has been designed to enable teachers to improve their teaching practices through various mechanisms and teaching-learning conditions. Its aim is to enhance participants' skills and understanding, providing them with theoretical and practical frameworks for perfecting their knowledge and know-how.