Teacher education at the foundational and preparatory stages plays a crucial role in shaping early childhood learning experiences. The National Curriculum Framework for School Education (NCFSE) 2023 provides a structured pedagogical approach to address challenges in these stages. However, despite these policy frameworks, teachers in Kendriya Vidyalayas (KVs) continue to face numerous pedagogical challenges. This paper aims to explore and analyze the pedagogical challenges encountered by KV teachers in foundational and preparatory stage classrooms and compare them with the challenges addressed in NCFSE 2023. Using qualitative research methods, data were collected through structured online interviews with 10 KV teachers from different campuses. This paper investigated various challenges, including classroom management, language barriers, a lack of inclusive education strategies, insufficient infrastructure, limited parental involvement, and difficulties in integrating technology into teaching practices. The findings highlight the gap between policy recommendations and ground-level implementation. Based on these insights, the study suggests recommendations such as specialized teacher training, recruitment of special educators, improved infrastructure, enhanced parental engagement, and policy-driven interventions to bridge the gap between policy frameworks and real-world classroom experiences. The study concludes that addressing these challenges through targeted reforms can create a more inclusive and effective learning environment, fostering holistic student development at the foundational and preparatory stages.