Teacher preparedness is increasingly recognized as the most significant factor influencing learning outcomes in India's education system, which serves over 250 million students. Despite substantial access improvements, gaps in quality and equity persist, with national assessments highlighting foundational literacy and numeracy issues. The National Education Policy 2020 prioritizes continuous professional development, yet translating these goals into effective frameworks remains a challenge. A reform-oriented approach to teacher preparedness should integrate professional learning, leadership alignment, and robust data systems. Evidence shows that effective teacher training includes curriculum-aligned micro-learning, structured peer learning, and instructional coaching. Furthermore, leadership quality is vital in translating policy into practice, necessitating a focus on instructional leadership and collaborative professional cultures. Recent initiatives by various states to protect instructional time from non-academic duties mark a significant shift towards enhancing teaching effectiveness. Ultimately, a coherent reform agenda that combines leadership development, continuous professional learning, and protected classroom time is critical for bridging the gap between policy intent and classroom reality.