After thirty four years of implementation of National Policy on Education 1986, National Education Policy 2020 has been introduced by the Government of India. This emphasizes at bringing necessary changes in the education system with reference to the present context. It focusses on the holistic development of future generations of the nation. Additionally, it envisages bringing transformations in various aspects of teacher education system to meet the present day classroom challenges emerging from the schooling process. The recently introduced four-year Integrated Teacher Education Programme (ITEP) aims at preparing dedicated, passionate, motivated, adequately educated, efficient, professionally competent and skillful teachers. This programme enables teachers to design and implement various learning activities for learners of different curriculum structures in school education process. The programme is designed to ensure that future teachers received enriched ideas in content and pedagogy along with exposure to effective learning strategies and ethical values. They are exposed to various schooling practices to deal with varied classroom situations. Challenges arising in different fields of teacher education like changes in contextual classroom atmosphere which would reshape the behaviour of the learners. It emphasizes on the multidisciplinary inputs in schooling process so as to equip the learners to develop right knowledge, skill and attitude to face challenges in life. This paper discusses the implementation of the Integrated Teacher Education Program (ITEP) under NEP-2020 and its challenges and opportunities to be faced by the teacher education process. Challenges in different field of teacher education such as infrastructure development, qualifications of teacher-educators, collaboration between school-community, research on student-teachers’ behavior and integration of technology in teaching learning process and the unique opportunities of integrating theory and practice, content and pedagogy and bridging the gaps across the stages of school education are taken into consideration in this study. The NCTE regulation required for the

successful implementation of ITEP should be designed in such a way that the challenges could be nipped from its origin itself so that teacher education programmes would take the right direction in inculcating the professionalism among the student-teachers and teacher-educators.