Teacher education is a key part of improving the quality of education in India. However, the existing system has faced several concerns related to curriculum, teacher preparation, institutional quality, and professional development. The National Education Policy (NEP) 2020 proposes major reforms to address these concerns. It seeks to make teacher education more holistic, multidisciplinary, practical, and learner-centred. This paper critically examines the framework of NEP 2020 and its implications for teacher education in India. It focuses on important reforms such as the four-year Integrated Teacher Education Programme, multidisciplinary learning, competency-based preparation, continuous professional development, and the use of technology in teacher training. The paper also examines the challenges that may affect effective implementation. These include limited institutional capacity, shortage of qualified faculty, uneven infrastructure, regional disparities, and gaps between policy goals and practice. The analysis suggests that NEP 2020 has significant potential to strengthen teacher education and improve teacher professionalism. However, its success depends on effective implementation, adequate resources, strong institutions, and continuous monitoring. The paper argues that meaningful transformation requires not only policy reform but also sustained institutional and professional support. A balanced approach can help build a more competent, reflective, inclusive, and future-ready teaching workforce in India.