NEP 2020 projects ambitious goals in terms of education reform. But if we look closely, we will see that it offers little detail about how these goals should unfold in real classroom situations. The current chapter begins from this uncertain point by shifting its attention away from policy language to classroom practice. It focuses on how learning occurs through everyday teaching. To achieve this, the chapter draws on a case-based study in a higher secondary school of Madhya Pradesh, India. In this setting, the chapter examines how policy ideas inform classroom decisions. It also examines teaching methods and assessment practices closely. Learning data was collected over a span of six months. While analyzing the data, it does not rank students; it tracks patterns of change. These patterns are majorly dependent on two factors: (i) classroom language and (ii) assessment practices. The findings of this fieldwork show an uneven learning environment. The students do improve, but the learning progress of all the students is not equal. It observes that when teachers teach the students while responding to students’ language backgrounds, learning moves faster. It further improves when the assessment supports the learning instead of judging it. It establishes the fact that the recommendations proposed by NEP 2020 work through daily classroom choices, but the success depends on how the teachers manage factors like language, assessment, and learners’ linguistic diversity.