The Central Board of Secondary Education (CBSE) in India is planning a significant curriculum overhaul for the academic year 2026-27, focusing on flexibility, competency-based learning, and multidisciplinary education. A notable feature of this reform is the introduction of a two-level system in science and mathematics, allowing students to select between standard and advanced options based on their career aspirations and competency levels. Mathew C Ninan, director of Little Rock Indian School in Brahmavar, Udupi district, praised this initiative as it enables students to make informed academic choices. However, he expressed concerns regarding the language policy, particularly the potential classification of English as a foreign language, which could hinder students' global competitiveness. Rev Fr Rohan D'Almeida, principal at St Aloysius Gonzaga School, acknowledged the long-term benefits of the reforms but highlighted the challenges of transitioning to a system that requires students to study three languages instead of two, alongside choosing between basic and advanced mathematics from Class 9. This shift may be particularly challenging as such transitions are typically more effective when introduced at earlier educational stages. Additionally, the curriculum's emphasis on skills and technology necessitates urgent teacher training in areas like artificial intelligence and robotics, which many schools currently lack. School managements will need to invest in faculty development and infrastructure upgrades to support these changes.