The introduction of the Common University Entrance Test (CUET), conducted by the National Testing Agency, has fundamentally transformed undergraduate admissions in India. In 2023–24, CUET recorded over 1.48 million student registrations, making it one of the largest standardized entrance examinations globally. This shift has necessitated a paradigm change in Commerce education—from board-centric descriptive learning to competency-based, MCQ-driven, application-oriented assessment. However, classroom instruction in Commerce continues to rely heavily on rote memorization and narrative examination preparation, creating a structural misalignment with CUET’s objective assessment format. According to internal classroom performance analysis (pilot sample, n=120 students), only 38% of students demonstrated competency in assertion-reasoning questions, and only 29% showed accuracy in case-based MCQs, despite scoring above 85% in board examinations. This paper proposes the COMPASS Framework (Commerce Pedagogy for Assessment-Oriented Student Success), a structured, data-aligned pedagogical model designed to bridge this instructional gap. The framework integrates conceptual clarity, competency-based learning, MCQ intelligence, and strategic self-assessment, aligned with principles of the Ministry of Education, India’s National Education Policy (NEP) 2020. Pilot implementation demonstrated measurable improvements, including: • 42% improvement in MCQ accuracy • 37% reduction in conceptual errors • 51% improvement in test completion efficiency The COMPASS Framework offers a scalable, empirically grounded model for transforming Commerce education into a future-ready, entrance-aligned pedagogical system.