Over the last couple of years, researchers’ interest in teachers’ language assessment literacy (LAL) has grown significantly. Although there has been a noticeable increase in scholarly attention to teachers’ LAL, little empirical research has been conducted on how teacher-related factors, such as academic qualification and teaching experience, influence its critical dimension. This highlights a clear gap, which the present study seeks to address. In light of this, the present study aims to examine the extent to which teachers’ academic qualification and teaching experience influence their Critical Language Assessment Literacy (CLAL). To this end, the study employed a cross-sectional quantitative design. To collect the data, a validated scale of CLAL was administered to 194 Moroccan EFL teachers from various high schools using a combination of purposive and snowball sampling procedures. To analyze the data, both descriptive and inferential statistics were used. The results revealed that while there were no significant differences in teachers’ CLAL based on academic qualifications, statistically significant differences were found across groups of teachers with different levels of teaching experience, which indicates that CLAL is influenced by teaching experience. The findings are important as they offer implications and insights for pedagogical and policy practices, particularly in shaping assessment-driven teacher training and educational policy in Morocco.