This study assessed perspectives of faculty at ANIIMS, Port Blair, on implementing CBME. Forty-three faculty participated in a cross-sectional study using a structured questionnaire with closed- and open-ended questions covering familiarity with CBME, training, resources, and challenges. Data were analyzed with SPSS 27. Results showed 76.74% were aware of CBME components, 69.77% had CBME training, but only 60.47% felt confident teaching small groups and 51.16% were familiar with assessment tools. Major obstacles included lack of administrative support (76.74%), time limits (76.74%), and insufficient faculty (88.37%), with logistical issues in cooperation (74.42%) and assessment (67.44%). Feedback systems also needed improvement (81.40%). Conclusion: Despite acknowledging CBME benefits, faculty face personnel, training, and logistical challenges requiring focused development and administrative support.