Sri Guru Tegh Bahadur Khalsa College, a constituent college of University of Delhi, was established in 1951 and is maintained by Delhi Sikh Gurudwara Management Committee (DSGMC), a statutory body established under an act of the Parliament of India. The focus of the College at the time of inception was to ensure a comprehensive social transformation through access to quality education, in particular to young Punjabi Refugees of Partition in 1947, and to conserve and promote Punjabi language, culture, and heritage.

The College is named after Ninth Guru - Sri Guru Tegh Bahadur, who sacrificed his life to uphold secular values, and is an institution with cosmopolitan environment and progressive outlook.

Over the years, the College has carved a niche for itself and is known to be one of the leading colleges of University. At present there are 18 undergraduate programmes, 2 B.Tech. programmes, 12 postgraduate programmes, one postgraduate diploma, 2 undergraduate diplomas, and 9 certificate courses, making a total of 44 programmes. During the current session 2015-16 there are 3,768 students in these programmes, and 140 full-time teachers, out of which 101 are permanent with 7 on leave/lien. During last four years, 57 teachers participated in various staff-development programmes.

The College follows University of Delhi curricula and its faculty members contribute to curricula framing both at University and UGC levels. The norms of University for admission to various courses are followed and the student-profile of the College is diverse, with most sections of the society well-represented. The teaching-learning process is enriched and made productive by rich experience of teachers and availability of up-to-date resources to students. The process is monitored by Departmental Monitoring as well as by Academic Affairs Committee of the College and the Principal, to make it achieve the learning objectives of the programmes and provide best motivation and experience to learners. The College follows University norms for Semester-end examination and evaluation as well as for internal assessment/continued evaluation, but also enriches these for local adaptations as required, by the effort and participation of teachers and students.