India, a country once harbouring the socialist concerns of economy eventually transitioned into being a mixed one, thereby, nesting the interests of both public and private sector. The Educational paradigm of the country, marking its presence in the concurrent list of the country’s constitution is if not direct, but in many ways, a reflection of the country’s bent towards preferred philosophical concerns in economy. The problems of accessibility and availability further fuelled by the increasing demands for high-quality instructors, teachers and/or teacher educators paved way for country to rework its mode of operation in the domain of teacher education facilitating the advent and experimentations of private players in the space and not only limiting the government or state’s control on the domain but also promoting competitive endeavours and able modelling for others to follow in the field. The present study aims at studying the phenomenon of covert commercialization in the specific educational area of Teacher Education in the country, especially concerning the present age underlined by the evolving enterprise of the start-up culture and partially fuelled by the EdTech and digital platform revolution that the country is currently undergoing. Using the case study method under qualitative approach, the study aims at analysing the impacts of the rampant technologization of teacher education driven by commercialization in a seemingly high-end digital and covert fashion.