Inclusive education has emerged as a central pillar of equitable and sustainable development, particularly within diverse and stratified societies such as India. The National Education Policy (NEP) 2020 represents a transformative policy framework that seeks to universalise access, promote equity, and strengthen learning outcomes across socio-economic, gender, linguistic, and ability-based differences. This paper critically examines the opportunities and obstacles associated with the implementation of inclusive education under NEP 2020 using a secondary research design. Drawing upon policy documents, national datasets, government reports, and peer-reviewed literature, the study maps key inclusion-oriented provisions of NEP 2020 such as universal access, foundational literacy and numeracy, multilingual education, teacher capacity development, flexible curriculum design, and the integration of technology against existing structural and institutional constraints. The findings suggest that while NEP 2020 provides a progressive normative framework for inclusion, significant challenges persist in areas such as infrastructural readiness, teacher preparedness, identification and support mechanisms for diverse learners, digital inequity, financing gaps, and attitudinal barriers. The paper proposes a multi-level implementation roadmap emphasising targeted resource allocation, inclusive pedagogy training, accessible infrastructure standards, data-driven monitoring systems, and collaborative governance mechanisms. The study concludes that the realisation of inclusive education under NEP 2020 depends not merely on policy intent but on sustained institutional capacity, accountability, and contextual adaptation across states and educational levels.