This study examines the integration of global curriculum standards in Indian higher education, focusing on how universities align with international benchmarks while addressing local socio-economic realities. The objectives include assessing how Indian universities adapt to global accreditation frameworks, identifying institutional and policy barriers, and exploring strategies for successful curriculum integration. A qualitative thematic analysis was conducted using semi-structured interviews with six academic leaders specializing in international curriculum development. Data were transcribed, cleaned, and analyzed to identify key themes related to curriculum adaptation, institutional challenges, and stakeholder involvement. The findings indicate that Indian universities are actively restructuring curricula, enhancing faculty development, and establishing industry-academia partnerships to meet global standards. However, financial constraints, regulatory rigidity, faculty resistance, and socio-economic disparities present significant challenges to effective implementation. The study highlights the necessity of a hybrid educational model that balances global competencies with localized needs. Strategies such as blended learning, modular curricula, experiential education, and policy reforms are proposed to facilitate global curriculum integration without compromising local educational priorities. The research provides critical insights for policymakers, educators, and accreditation bodies, emphasizing the importance of stakeholder engagement, institutional leadership, and adaptive policy frameworks in ensuring a globally competitive yet culturally responsive higher education system in India.