Task-Based Language Teaching (TBLT) has become a learner-driven and communicative approach to teaching that focuses on completion of meaningful tasks rather than on the teaching of languages through rote learning. Although this practice is increasingly being introduced across the world, TBLT in Indian higher education is a practice that is less embraced. The paper explores the suitability, efficacy and issues of implementing TBLT in two different educational contexts in Visakhapatnam, the Department of English at Andhra University and the English cell of a Government Polytechnic College. Based on the representative case study, including classroom observations, task-based interventions, semi-structured interviews with three English educators, and 80 undergraduate learners, the study will examine the impact of TBLT on the three variables, learner autonomy, motivation, and communicative competence. The results show that although TBLT increased student interaction, especially when it comes to speaking and writing processes, it was criticised by institutional barriers, including syllabus and teacher training inflexibility, examination-based evaluation, and teacher training. However, the teaching transformation created group work, social interaction and natural situational communicative abilities. The findings of the study are in line with the National Education Policy (NEP) 2020 in India, which promotes methods that are centred on the learner. Suggestions are provided on how to incorporate TBLT in English Gross Purpose (EGP) and English Specific Purpose (ESP) curriculum. This paper presents the case of a practical, policy-based change to the task-based instruction to prepare Indian learners to face globalisation.