The integration of Indian Knowledge Systems (IKS) into teacher education curriculum represents a transformative step toward developing culturally rooted, holistic, and value-oriented educators. In alignment with contemporary educational reforms such as the National Education Policy 2020, there is an increasing emphasis on incorporating indigenous knowledge traditions, ethical foundations, and interdisciplinary perspectives into formal education. This paper proposes a comprehensive framework for integrating IKS into teacher education programs, focusing on curriculum design, pedagogical approaches, assessment strategies, and institutional preparedness. The study adopts a conceptual and policy-analytical approach to identify core domains of IKS such as Indian philosophy, ecological wisdom, traditional sciences, arts, and community-based knowledge and examines their relevance in preparing reflective, context-sensitive, and socially responsible teachers. The paper further explores key challenges in implementation, including epistemological resistance, lack of trained faculty, curriculum rigidity, limited authentic resources, and concerns regarding standardization and academic rigor. Structural and attitudinal barriers within teacher education institutions are also critically analysed. To address these challenges, the study proposes strategic interventions such as capacity-building programs, interdisciplinary curriculum restructuring, collaborative research initiatives, community engagement models, and policy-level support mechanisms. Emphasis is placed on aligning IKS integration with global competencies while preserving indigenous intellectual traditions. The proposed framework aims to bridge traditional wisdom and contemporary pedagogical needs, fostering a teacher education system that promotes holistic development, cultural continuity, critical thinking, and sustainable practices. Integrating IKS meaningfully can contribute significantly to the revitalization and contextualization of teacher education in India.