This paper explores pre-service life sciences teachers' behavioral intentions toward integrating artificial intelligence into life sciences teaching. Despite the growing influence of AI in education, there is limited understanding of the factors affecting teachers' willingness to integrate AI into life sciences teaching. These factors could inform policy-making and educational practice for AI adoption in the life sciences teaching. The current research aimed to identify key determinants influencing teachers' behavioral intentions to adopt AI in life sciences teaching. The research followed a qualitative approach involving semi-structured interviews with 10 purposively selected pre-service life sciences teachers in South Africa. Thematic analysis was employed to analyze the data. The findings reveal that behavioral intentions are shaped by multiple factors within the framework of the Theory of Planned Behavior. Attitudes toward AI integration in life sciences education included themes such as pedagogical benefits, practical limitations, and philosophical concerns. Behavioral beliefs encompassed the advantages and disadvantages of AI adoption. Subjective norms highlighted inter-generational differences, administrative issues, stakeholder roles, and resource constraints. Normative beliefs included organizational authority, peer influence, parental concerns, and policy funding. The findings have important implications for policy and practice, highlighting the need for targeted training and resource allocation for effective AI integration in life sciences education.