The present higher education scenario in some HEIs in India is as “the teacher doesn’t know why he is teaching” and the student doesn’t know “why he is learning”. OBE is the solution to this teaching-learning gap that is formed, mainly due to “mass” education trend, where every average or below average, middle-class student is expected to graduate in a particular discipline irrespective of the passion or interest of that student. The implementation of NEP 2020, has stressed on Outcome Based Education model, where the focus is shifted from the “teacher’s teaching” to the “students’ learning”. In 2018, the number of autonomous colleges affiliated to University of Mumbai was just 17 (out of the 791 affiliated colleges). In 2021, the number increased to 46, Maharashtra State has 122 autonomous colleges, of which the most, of around 38% are from University of Mumbai. With flexibility in designing the curriculum and assessment and the implementation of NEP 2020, these autonomous colleges have the responsibility of taking the students to higher cognitive domain. The curriculum needs to be comprehensive, dynamic and also flexible so as to bring the students up to the targeted ability or skill or competence. The diversity of the student community in terms of different learning styles, strategies and pace have to be catered to by the HEIs. The relationship of the stakeholders of HEI’s has shifted from teacher-student to trainer-trainee to facilitator-participant. From statement of marks to grade-cards to CO level attainment card, the latest being the most meaningful and elaborate in judging the student’s learning, that is the future of HEIs for a developing nation like India.