The National Education Policy 2020 (NEP 2020) represents a landmark reform in Indian higher education, proposing structural, curricular, and pedagogical transformations. English Language Teaching (ELT), positioned at the intersection of academic discourse, professional communication, and global engagement, is significantly influenced by these reforms. This study critically examines the implications of NEP 2020 for ELT in higher education through an institutional case study of an undergraduate college in Punjab. Adopting a qualitative research design, the study analyses curriculum restructuring, outcome-based education models, digital integration, assessment reforms, and student responses to pedagogical change. Classroom observations and feedback from 42 undergraduate students reveal increased engagement, improved communicative confidence and greater acceptance of skill-based learning strategies. However, infrastructural constraints and faculty preparedness remain challenges. The study concludes that sustained institutional commitment and professional development are essential for successful implementation.

NEP 2020, English Language Teaching, Outcome- Based Education, Skill Development, Higher Education Reform