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Purpose: New Competency-Based Medical Education (CBME) curriculum has emphasized on the acquisition of core competencies by an Indian Medical Graduate (IMG). Likewise ability to perform basic microbiological investigations, and diagnose infectious disease is deemed critical for a doctor of first contact. In order to prepare students to achieve these competencies, effective skill training and assessment is paramount. However, microbiology skill training is known to vary across Indian medical schools. This survey has explored faculty perceptions and current practices across the country, to suggest measures for strengthening skill acquisition., Methods: Online survey was conducted through Google form questionnaire. Faculty shared their perceptions and practices on the Likert scale about teaching, learning and assessment of microbiology skills., Results: Sixty faculty members from 58 medical colleges from 17 states of India participated. Majority of the faculty considered interpretational skills as more important than technical skills. Faculty perceptions and practices varied. Although most of the skills are being taught and assessed on one or more occasions, some important clinical microbiology skills were not assessed. Feasibility was an issue for new set of CBME competencies. Blue print and skill laboratory was adopted by 10% and 31.66% colleges respectively., Conclusions: Variation in perceptions and practices in teaching and assessment of microbiology skills in Indian context is now documented. Skill training requires a standardised and robust program with ample opportunities for practice and feedback. Faculty orientation and use of innovative strategies are overriding to augment skill acquisition and thus, successful implementation of new CBME curriculum., Competing Interests: Declaration of competing interest Nil., (Copyright © 2021 Indian Association of Medical Microbiologists. Published by Elsevier B.V. All rights reserved.)