Abstract
<jats:p>This chapter explores how Portuguese primary school teachers perceive the integration of generative artificial intelligence in educational contexts. Set against the rapid expansion of AI in society, it discusses both the opportunities these technologies offer and the challenges they raise for teaching and learning in early schooling. Drawing on an exploratory mixed-methods case study with teachers following a professional development workshop, the chapter examines their views on AI's potential to support personalised learning, feedback, and the creation of teaching materials. At the same time, it highlights key concerns related to teacher preparedness, ethical use, data protection, and the impact on students' cognitive development. The findings reveal a stance of cautious optimism, where interest in innovation coexists with uncertainty and the need for guidance. The chapter argues that meaningful integration of AI depends on continuous teacher training, clear policy frameworks, and thoughtful pedagogical mediation, offering reflections and recommendations for educators.</jats:p>