Teacher professional development is increasingly shaped by the need for interdisciplinary and holistic approaches aligned with contemporary educational reforms. In this context, the National Education Policy 2020 advocates the integration of multidisciplinary learning within teacher education to enhance pedagogical effectiveness, critical thinking, and learner outcomes. The present study investigates pre service teachers’ perceptions of multidisciplinary education with particular reference to professional development and institutional support. The study employed a convergent mixed method research design involving 75 pre service teachers from teacher education institutions. Quantitative data were collected using a structured Likert scale questionnaire, while qualitative insights were obtained through open ended responses. The instrument demonstrated excellent internal consistency reliability Cronbach’s α = 0.957 . Descriptive statistical analysis revealed generally positive perceptions toward multidisciplinary education Mean range 2.04–2.67 , with comparatively higher scores in professional readiness and lower scores in teaching practice implementation. Thematic analysis identified major concerns including insufficient practical exposure, structural limitations, inadequate interdisciplinary integration, and lack of institutional mentoring. Triangulated findings indicate a substantial gap between conceptual understanding and practical implementation. Although pre service teachers exhibit favorable attitudes toward multidisciplinary pedagogy, their operational readiness remains limited due to systemic and pedagogical constraints. The study highlights the need for structured institutional frameworks, experiential teacher preparation, technology integrated pedagogical training, and strengthened mentorship models to effectively realize the objectives of multidisciplinary teacher education envisioned in NEP 2020. Multidisciplinary Education, Pre Service Teachers, Professional Development, Institutional Support, Mixed Method Research, Teacher Education, TPACK 1-6 National Level Conference on Transformative Higher Education-Skills, Equity, Innovation (THE-SEI 2026) Special Issue Asst. Prof. Ms. Rachana Das | Dr. Tulika Tyagi