India’s developing stride credits to its revamped public policies. As the proposed Indian New Education Policy (NEP) aims to transform the educational structure, this paper scrutinizes the drawbacks of the existing educational structure and learning methods of ‘banking model’ of education, identified by Paulo Freire. According to Freire, this model promoted incompetence and unemployability. This system of education—‘vertical’ in nature—was and is objected to by many thinkers and educationists as well. The proposed Indian NEP 2020 system is ‘horizontal’ in nature allowing students to make connections to enrich their knowledge and skills. Rhizomatic thinking and learning boosts the approach towards education adopted by NEP 2020. This study also embraces Gilles Deleuze’s and Guattari’s rhizomatic model along with Sri Aurobindo’s Integral model and J. Krishnamurthy’s model of education to bring in the Indian perspective and also highlights the deep and serious connections between their vision and findings of the rhizo-analysis. A sample survey was conducted in the state of Goa, India, wherein various stakeholders of NEP 2020 expressed their opinions in their individual capacity. The aim of the survey was to discover the level of accordance of the stakeholders with the goals of NEP 2020. Qualitative analysis of the survey indicates that the majority of teachers have shown good solidarity towards NEP 2020’s vision and implementation. The majority of parents have indicated Start-ups as their preference for their child, whereas the survey highlighted a shocking fact that the majority students prefer a stable office job rather than upskilling themselves. Government’s Digital infrastructure awareness and utility need to be proliferated through the stakeholders for transforming students with personalized learning trajectory. This paper attempts to identify the gaps between the proposed education policy and its implementation on the ground and suggests the possible solutions to overcome the limitations.