The introduction of the concept of Professor of Practice (PoP) in higher education marks a significant reform in the Indian education system under the framework of the National Education Policy 2020. The initiative aims to bridge the gap between theoretical knowledge and practical expertise by engaging experienced professionals from various fields in academic institutions. In the context of teacher education, the role of Professor of Practice has emerged as an important strategy for strengthening practice-oriented learning, professional competency, and experiential pedagogy. This paper examines the significance of Professor of Practice in transforming teacher education programmes in India. It highlights the emergence of the concept under the regulations of the University Grants Commission and discusses its relevance in enhancing the quality of teacher preparation. The study explores the scope of PoP in promoting school-college collaboration, strengthening internships and practicum experiences, integrating skill-based pedagogy, and providing professional mentoring to pre-service teachers. The paper further analyzes the potential challenges associated with implementation, including lack of clear operational guidelines, resistance from traditional academic structures, funding concerns, and issues related to quality assurance. The study also emphasizes the future prospects of PoP in developing competency-based teacher education and improving classroom readiness among future teachers. The paper is conceptual in nature and is based on descriptive and analytical methods, policy document analysis, and review of related literature. The study concludes that the effective implementation of Professor of Practice can play a transformative role in achieving the objectives of NEP 2020 and strengthening teacher education in India.