Artificial intelligence-driven chatbots have sparked significant changes in English education, which is challenging for pre-service teachers. To date, it remains unclear what are pre-service English teachers' perceptions of and needs in integrating chatbots into English education. This study, therefore, explored Chinese pre-service English teachers' (1) basic understanding of and attitudes toward chatbots, (2) perceptions of chatbots in English education, (3) perceptions of chatbots' advantages and challenges and (4) needs in integrating chatbots into English teaching. From June to September 2023, 12 Chinese pre-service English teachers were purposefully sampled for semi-structured interviews, and thematic analysis was employed to identify key themes. The findings revealed generally positive attitudes toward chatbots, though teachers had limited understanding. Most teachers believed chatbots could improve language skills, but noted concerns like plagiarism. They emphasized human teachers' irreplaceability in moral, emotional, and individualized teaching. Teachers also sought policy, training, and social support. These findings will not only help to better understand pre-service teachers' views concerning integrating chatbots into English education internationally but also shed light on pre-service teacher education and chatbot development.