The National Professional Standards for Teachers (NPST) introduced under India’s National Education Policy (NEP) 2020, is a landmark initiative that aims to redefine the teaching profession through explicit performance standards, professional accountability and structured career progression. This analytical study examines NPST as a reformative policy instrument intended to transform teacher professionalism, learning outcomes, and educational equity. Using a document-based analytical framework, the study explores NPST’s design, implementation mechanisms, and implications for teacher quality enhancement. Comparative insights are drawn from international professional standards (AITSL, InTASC). Findings indicate that NPST has the potential to unify fragmented teacher-development systems in India; however, effective implementation requires contextual adaptation, continuous professional development (CPD) quality assurance, and systemic capacity building. The paper concludes by proposing an evidence-based action framework to actualize NPST’s vision of transforming teaching into a truly professional, reflective, and accountable practice.