Historically, Kathak is one of the eight recognised classical dance forms of India that has been passed down from generation to generation using the guru-shishya parampara, or, an apprenticeship system where the student lives with their teacher and receives hands-on training through verbal feedback and corrections. In the past century, however, the guru-shishya parampara has become more common than ever before in combination with, and influenced by, institutionally based programs such as state-funded schools (academies), colleges/universities that have dance departments, and institutions that award certificates upon completion of a program of study. Therefore, this paper will conduct a literature-based review of secondary resources to explore how the tradition of the guru-shishya has continued but has also evolved due to the development of educational systems for Kathak. Additionally, a small pilot survey will be conducted to illustrate how the tradition continues to evolve among six highly trained Kathak students. Using historical, ethnographic, and pedagogical studies as resources, the paper will highlight the similarities and differences between what are referred to as continuums, such as the significance of lineages in defining a dancer's identity, the use of embodied/imitation style learning and the role of the guru as a holistic mentor as well as changes in structure, which include standardized curricula, formal testing/exams, multiple instructors, and most notably internet based instruction. The review will also address some of the conflicts created by this blending of two different styles of learning, specifically the conflict between individualised feedback/correction and standardised assessments, and demonstrate with small-scale data collected during the pilot survey that students experience a significant difference in confidence and stress when they perform under their guru's judgment versus performing under the scrutiny of formal exams. Ultimately, this paper will conclude that contemporary Kathak pedagogy exists as an "adapted Gurukul" model where the institutional framework provides an outline for teaching/training, yet the content/philosophy of teaching/training is still rooted in the principles of traditional apprenticeships.