The National Education Policy (NEP) 2020 brought a significant transformation in India's education system by promoting a more holistic, adaptable, and skills-focused approach to learning, moving beyond rote learning. At the core of this shift is Competency-Based Learning (CBL), which encourages the development of essential skills like critical thinking, creativity, and application of what students learn in real life. To make this shift meaningful, understanding the thought process and perspectives of teachers who operationalise CBL principles is crucial. Their experience and insights can help identify the systemic supports that are necessary to build a strong foundation for teacher and student competencies to thrive as intended. It can also provide actionable inputs for further enhancing the curriculum, guiding education policies, and designing effective professional development programs. This study explored Indian teachers' perspectives on CBL, 5 years after its introduction through the (NEP) 2020. It also investigated teachers' awareness and understanding of CBL, their classroom practices, and challenges related to the effective implementation. Using a mixed method design, the study combined analyses of quantitative survey data from 47 teachers across different schools in India and qualitative insights from 11 in-depth interviews.