The New Education Policy (NEP) 2020 is a comprehensive document that emphasises the need for restructuring and revitalization of the Indian education system. The policy has advocated a big structural change in the design of curricular and pedagogy of school education system, i.e., 5+3+3+4. It has also suggested structural change in the teacher education programme, i.e., 4 years of integrated B.Ed. programmes like B.A. B.Ed., B.Sc. B.Ed., and B.Com. B.Ed., etc. However, is the structural change in the teacher education programme in line with the change in the school education system? Will the proposed 4- year integrated programme be compatible with the school education system? NEP-2020 also states that teacher education institutions will be move by 2030 as multi-disciplinary colleges and universities with multiple entry and exit point systems; this is an additional challenge for institutions that have offered only one teacher training programme or a so-called “stand-alone” institution. How would the idea of integration and a multidisciplinary approach be made possible in such an institution? To address some of the questions raised above, the researchers conducted survey research on teacher education institutions. Initially, the NEP-2020 document was analyzed with respect to the guidelines and provisions of teacher education programmes. The researchers sampled 30 teacher educators has been taken from different teacher training institution of the country. It has been found that infrastructure, funding, clear guidelines etc., were major challenges for educational institutions. In addition, suggestions were solicited from them on how to smoothly facilitate the implementation of the policy. The findings are significant for academia and other stakeholders.