The DIKSHA platform, developed by NCERT, is a national digital repository aimed at enhancing teacher professional development and classroom instruction. This study examined patterns of DIKSHA usage, its perceived relevance, and its impact on lesson planning, curriculum alignment, and career advancement. A total of 180 participants from Delhi NCR- comprising 149 student teachers and 31 schoolteachers—were surveyed. Using a quantitative research design, the study employed one-way ANOVA and exploratory factor analysis to explore variations based on teaching experience and school level. Results revealed that 35.8% accessed DIKSHA weekly and 14.0% daily, while 24.6% used it rarely and 15.1% never used it. Teachers with 1–3 years of experience found professional development content most useful, whereas engagement varied among others. Middle school teachers showed the highest alignment with DIKSHA resources. Factor analysis identified key dimensions such as support for classroom teaching, resource integration, and professional growth. However, gaps remain in training, accessibility, and curriculum fit. The study recommends structured training, differentiated content by grade level, and improved integration into school practice. Findings offer actionable insights for educational policymakers, platform developers, and teacher educators navigating India's digital education reforms.