The decolonization of curriculum has emerged as a critical concern in postcolonial education systems, particularly in India, where colonial legacies have historically shaped knowledge structures and pedagogical practices. This study examines the role of Indigenous Knowledge Systems (IKS) in decolonizing the curriculum within the framework of the National Education Policy (NEP) 2020. Adopting a qualitative, document-based approach, the study analyzes policy provisions and existing scholarly literature to explore the integration of indigenous knowledge into formal education. The findings reveal that NEP 2020 promotes epistemic pluralism, inclusivity, and cultural relevance by advocating the incorporation of IKS across disciplines. However, challenges such as lack of implementation frameworks, limited teacher preparedness, and institutional constraints hinder effective execution. The study concludes that while NEP 2020 provides a strong foundation for curriculum transformation, sustained efforts are required to bridge the gap between policy and practice and to ensure meaningful integration of indigenous knowledge in Indian education.