<p>This study investigates school teachers&rsquo; perceptions of the changes introduced under the National Education Policy (NEP) 2020, with particular emphasis on its influence on &lsquo;Curriculum and Pedagogical Reforms&rsquo;, &lsquo;Assessment and Evaluation Reforms&rsquo;, &lsquo;Teacher Training and Development&rsquo;, &lsquo;Digitalisation and Educational Technology&rsquo;, and &lsquo;Overall Effectiveness&rsquo;. Employing a descriptive and analytical approach, primary data were gathered through an online survey administered to 100 teachers working in government and private secondary and senior secondary schools in the Udaipur, Banswara and Bhilwara region of Rajasthan. Teachers&rsquo; responses were captured using a structured instrument designed to reflect multiple reform dimensions associated with NEP 2020. Reliability testing confirmed the consistency of the measurement scale, and statistical analysis was conducted using descriptive indicators and one-sample t-tests to examine the extent of favourable perceptions beyond a predefined benchmark. The findings demonstrate a clear inclination among teachers towards agreement with the objectives and initiatives embedded in the policy framework, indicating widespread acceptance of the reforms. Enhanced classroom strategies, learner-centric assessment practices, strengthened professional development opportunities, and increased reliance on digital tools were perceived as notable outcomes of the policy. The results further suggest that NEP 2020 is viewed as a constructive step towards improving the quality and relevance of school education. The study contributes empirical evidence to the emerging discourse on policy implementation by highlighting teachers&rsquo; experiential insights, thereby offering valuable inputs for policymakers, administrators, and educational planners seeking to strengthen the effective execution of educational reforms.</p>