Stakeholders’ Attitudes (First-Year Secondary Students, Parents, and Teachers) Toward the Egyptian Baccalaureate System in General Secondary Education: A Descriptive-Analytical Study in Light of Awareness of its Implementation and its Contribution to Developing Future Skills Abstract: The study aimed to identify the attitudes of stakeholders (first-year secondary students, parents, and teachers) toward the Egyptian Baccalaureate system in general secondary education, in light of their level of awareness of its implementation and their perceptions of its contribution to developing future skills, in addition to identifying the challenges and proposed solutions for its activation. A quantitative approach was used to measure levels of awareness and attitudes and to compare the targeted groups, while a qualitative approach was employed to analyze the challenges and proposals provided by the participating groups. The core sample for testing the research hypotheses consisted of 1,465 participants from among students, teachers, and parents, with a mean age of 29.253 years and a standard deviation of 12.234. The number of participants varied across the research questions depending on the group and the specific question. The instruments consisted of three scales developed by the researchers: the Baccalaureate Awareness Scale, the Perceived Role of the Baccalaureate System in Developing Future Skills Scale, and the Attitudes Toward the Baccalaureate System Scale for each participating group, in addition to an opinion survey addressing the challenges of implementation and proposed activation strategies. Data were analyzed using arithmetic mean, weighted mean, standard deviation, and one-way ANOVA. The findings indicated that there were no statistically significant differences between the participating groups in the level of awareness of the Baccalaureate system and its sub-dimensions, except for the dimension related to awareness of assessment and examination systems. Results also revealed that the overall level of awareness was high based on mean scores, with slight variation among sub-dimensions in favor of awareness of study tracks and program structure. Moreover, the findings showed that participants’ perceptions of the system’s role in developing future skills were high across all dimensions and in the total score, with no statistically significant differences attributable to group type. In contrast, the study revealed statistically significant negative attitudes among students, teachers, and parents toward the Baccalaureate system, despite their high awareness levels and their recognition of its positive role. Qualitative findings demonstrated that these negative attitudes were associated with direct implementation barriers, particularly academic workload and curriculum density, insufficient teacher training and preparation, weak infrastructure, and ambiguity regarding assessment mechanisms and university admission pathways. The proposals indicated that students emphasized reducing psychological and academic pressure and enhancing equity in educational opportunities, while teachers prioritized preparing implementation conditions prior to wide-scale adoption, notably through professional development, gradual implementation, and reducing burdens. The study recommends an integrated systemic approach focusing on developing human capacities, improving implementation conditions, and enhancing equity and equal opportunities, in order to increase the effectiveness of the system and its societal acceptance.