Artificial Intelligence (AI) literacy skills have become essential to prepare youths for 21st- century needs. Despite the efforts to broaden AI education in K-12 classrooms, teaching AI concepts is mostly limited to Computer Science classrooms. Nonetheless, approximately half of U.S. high school students cannot access any Computer Science classes. This causes unequal access to AI education. To tackle this challenge, the utilization of curriculum integration emerges as a potent and effective strategy to facilitate interdisciplinary learning. Integrating AI concepts into non-STEM classrooms, especially English Language Art (ELA) classrooms can broaden access to AI education and reduce inequalities. However, teachers are key stakeholders in effective curriculum integration. Their views and confidence level play a critical role in providing sustainable curriculum integration. The current literature is limited in explaining high school ELA teachers' level of confidence and views in the context of integrating AI concepts into their classrooms. Thus, this study aims to fulfill the gaps in the research of non-STEM teachers' pedagogical beliefs, confidence, and experiences in learning and teaching AI concepts. Specifically, this study answers four research questions: 1) What was ELA teachers' level of confidence in integrating AI into their classrooms before and after participating in a curricular professional development program? 2) What were ELA teachers' views of integrating AI into ELA classrooms after participating in a curricular professional development program? 3) What challenges and opportunities do high school ELA teachers identify after they implement AI curricula in their classrooms? 4) What recommendations do ELA teachers offer to their ELA colleagues for implementing AI curricula in their classrooms? By following the Social Cognitive Theory (SCT) and Technological Pedagogical Content Knowledge (TPACK), this study examines ELA teachers' experiences in a curricular professional development program and their classroom implementations. The findings of this study revealed that after attending the PD, teachers' level of confidence in presenting and explaining AI topics to their students and facilitating and supporting students around AI concepts increased significantly. Teachers considered several factors (e.g., relevancy of the topics, opportunities for their students, and opportunities for their professional growth) when they were sharing their views on the integration. Additionally, after teachers implemented an AI curriculum into their classrooms, they identified opportunities (e.g., introducing AI-empowered careers and supporting students' critical thinking skills), challenges (e.g., technology issues), and needs for changes (e.g., adding scaffolding activities). Regarding the findings, this study discussed the implications for curriculum developers, ELA teachers, and make suggestions for educational researchers in the field of AI education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]