This paper examines the historical evolution of teacher preparation in India, tracing the crucial shift from skills-focused "training" to holistic "education." It analyzes the transition from ancient Gurukul traditions through colonial systematization to the transformative National Education Policy (NEP) 2020. By differentiating between training and education, the study highlights the evolving pedagogies and ideologies shaping teacher development. This paper underscores the impact of key historical milestones on shaping current practices and policy frameworks. It discusses the challenges and opportunities presented by NEP 2020, particularly the emphasis on continuous professional development and the four- year integrated B.Ed. program. Moreover, it emphasizes the necessity of aligning the National Curriculum Framework for Teacher Education (NCFTE) with NEP 2020, NCFSE 2023, and NCFFS 2022 to produce reflective, adaptable educators capable of meeting the diverse needs of 21^st-century learners.