India has been struggling to fulfill the goals of Universalization of Elementary Education in the country ever since it became independent. Heavy dropout rate of children from school is a major hurdle for the policy planners to overcome. Promotional Examinations System was found to be one of the causative factors as revealed by several research reports. Measures like mid-day meal, supply of free uniforms, textbooks, stationery, scholarship and No Detention Policy have been taken to deal with the problem. This paper attempts to identify the various dimensions of the No Detention Policy and explores whether or not the existing policy and its resultant activities and services continue to be effective and efficient in helping children and their education. While analyzing No Detention Policy, certain issues were raised regarding the motives of the policy and its adaptability in the existing system of education. On the basis of the content analysis of policy and its various ordinances some major dimensions (viz. Quantity, Quality, Attendance, Achievement, Assessment, planning and implementation) were schematized. These themes were discussed with teachers and students using individual and focused group interviews respectively, to echo their viewpoints on no detention policy in Indian schools, which depict practical implications for the policy makers who have to make strategies and decisions in order to cater this policy in a cogent and systematic manner.