In recent years, Foundational Literacy and Numeracy (FLN) has come to occupy a central position in global education debates, as growing evidence underscores its critical role in shaping not only academic success but also broader social and economic participation. Although access to schooling has expanded considerably across many countries, this progress has not been accompanied by commensurate improvements in early learning outcomes. A persistent gap between schooling and learning continues to be observed, particularly in the foundational years, where many children struggle to attain basic competencies in reading and numeracy. Within the Indian context, large-scale assessments have repeatedly pointed to this challenge, revealing that a significant proportion of learners remain below expected proficiency levels despite continued participation in formal education. Against this backdrop, the present paper undertakes a thematic policy analysis of the evolution and current landscape of FLN initiatives in India. Drawing on a range of policy documents, programme frameworks, and scholarly sources, the study traces the gradual repositioning of foundational learningfrom a largely implicit expectation within access-driven reforms to a clearly articulated national priority in recent policy developments, including the National Education Policy 2020 and the NIPUN Bharat Mission. The analysis further examines key dimensions of implementation, including institutional arrangements, pedagogical practices, and systemic constraints, while also engaging with insights from international experiences. By adopting a multidisciplinary lens, the paper seeks to situate FLN within a broader framework that encompasses developmental, social, and governance-related considerations. It argues that meaningful progress in foundational learning depends not only on policy intent but also on sustained efforts to ensure coherence across systems, strengthen professional capacity, and address persistent inequities in educational opportunity.