British educational policy in colonial India has usually been discussed in terms of modernization, administrative reform or the spread of English education. Much less attention has been given to education as a means through which colonial authority shaped ways of thinking, social behaviour and political loyalty etc. That gap matters. This paper attempts to examine how British educational policy functioned as a mechanism for producing consent, discipline and colonial subjects rather than simply expanding formal schooling. It asks how schools, curricula, language policy, examinations and teacher authority became part of a wider project of colonial governance. The study adopts a qualitative historical approach based on the critical reading of colonial policy documents, official reports, existing scholarship etc. Antonio Gramsci’s concept of cultural hegemony and Michel Foucault’s ideas of power, discipline and governmentality provide the analytical framework. Together, these perspectives make it possible to move beyond policy history and examine the everyday practices through which colonial power became normal and acceptable. This paper argues that British education was both an ideological and disciplinary institution creating an English educated intermediary class while reshaping knowledge, identity and aspirations in ways that supported imperial rule. It contributes to debates on colonial education by offering a sociological reinterpretation that connects historical educational policies with continuing discussions on decolonising knowledge, curriculum, and educational institutions in contemporary India.