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Artificial Intelligence (AI) and its impact on education has gained increasing attention due to the opportunities and challenges it presents for K-12 classrooms. While educators play a crucial role in integrating AI technologies into instruction, empirical evidence regarding elementary educators’ perceptions of AI into instruction remains scarce. This study explores elementary educators’ perceptions of AI during and after participating in a professional development (PD) program, which incorporated AI- focused sessions. Data collected from interviews, exit tickets, and group discussions indicate that educators’ perceptions are shaped by factors such as the usefulness of AI tools, ethical considerations, risks for younger students, and pedagogical concerns. Further, findings indicate that educators responded positively to the AI concepts and associated resources introduced in the PD. These findings have implications for research, practice, and policy aimed at supporting educators in integrating AI into classroom instruction.