Building on the foundations of previous educational policies, the National Education Policy (NEP) 2020 emphasizes the creation of skilled individuals. While teachers are viewed as the architects of society and the nation, teacher educators bear the greater responsibility of shaping competent teachers. According to NEP 2020, teacher education must integrate multidisciplinary approaches, encompassing high-quality content and pedagogy. Consequently, the policy advocates for firsthand teaching, fieldwork, and research experience for all teacher education students. This study focuses on evaluating the research competencies and experiences of Master of Education (M.Ed.) students during institutional closures caused by the COVID-19 pandemic. A mixed (exploratory) research design was employed, involving 21 voluntary participants from the M.Ed. program. Data collection methods included two rating scales—the Research Competency Rating Scale and the Rating Scale for Internship Experience—as well as a semi-structured interview schedule for qualitative insights. The findings reveal that M.Ed. students exhibited low research competencies and limited engagement in internship activities during the pandemic. Furthermore, many students conducted research solely to fulfil course requirements, with alternative methods proving largely ineffective. This study offers valuable insights for educators and M.Ed. students, highlighting the need to develop effective alternative approaches to internship programs. Promoting small, relevant research topics among students is essential to enable meaningful learning and skilful execution of research endeavours.