Curriculum fidelity refers to the degree to which a curriculum is implemented in the manner intended by its developers, and it is widely regarded as a decisive condition for the success of any educational programme. The present study examined the curriculum fidelity of prospective teachers in Tripura, India, across four dimensions, namely adherence, exposure, quality of delivery and participant responsiveness. A descriptive survey design was adopted, and data were collected from 66 prospective teachers (46 female, 20 male) drawn from the language, social science, science and mathematics streams. Dimension scores were normalised on a scale of 0 to 1. As Shapiro-Wilk tests indicated significant departures from normality, non-parametric statistics were employed. The overall level of curriculum fidelity was moderate (M = 0.50, SD = 0.18), with 65.2 per cent of prospective teachers falling in the moderate category. A Friedman test revealed a statistically significant difference among the four dimensions, and post hoc Wilcoxon signed-rank tests with Bonferroni correction showed that adherence was significantly lower than exposure, quality of delivery and participant responsiveness, with large effect sizes, while quality of delivery was the highest. Mann-Whitney U tests indicated no significant gender differences in any dimension, and Kruskal-Wallis tests showed no stable differences across academic streams. Spearman correlations among the dimensions were strong and positive, supporting the internal coherence of the fidelity construct. The findings suggest that although prospective teachers deliver the curriculum with reasonable quality and coverage, they deviate considerably from the curriculum as prescribed. Implications for teacher education institutions, curriculum developers and policy makers are discussed.