The rapid integration of Artificial Intelligence (AI) in education, particularly through tools such as ChatGPT, has transformed traditional teaching and learning practices. While some educators perceive AI as a valuable support system that enhances creativity, personalization, and efficiency, others remain cautious; emphasizing the risks of dependency, reduced critical thinking, and overreliance on machine-generated outputs. This study explores the perceptions of in-service teachers regarding the role of AI tools like ChatGPT in enhancing teaching and learning. Using a qualitative thematic analysis of responses collected from practicing teachers, the study identifies both positive and negative orientations towards AI adoption in education. The findings highlight a dual narrative: on one hand, AI is acknowledged as an enabler for lesson planning, personalized learning, and administrative support; on the other hand, concerns are raised about diminished originality, ethical dilemmas, and potential misuse by students. These insights suggest the need for balanced, informed, and critical integration of AI in classrooms, where teacher agency and human creativity remain central. The study contributes to the growing discourse on responsible AI adoption in Indian classrooms and offers directions for professional development programs that equip teachers with skills for ethical and effective AI use.