This study explored K-12 teachers' perceptions of using artif icial intelligence (AI) in the classroom, aiming to understand their preparedness for professional development focused on AI integration. This paper presents findings from 141 in-service teachers enrolled in graduate programs at a Southern University, highlighting their views on AI, awareness of AI tools, and challenges related to integrating AI into classroom instruction. The results reveal a range of engagement with AI, from enthusiastic adoption among beginning teachers to more experienced teachers' reservations, underscoring the need for comprehensive AI training. Subsequent sections delve into AI's implications for personalized learning, its effect on administrative efficiency, and the necessary professional development pathways to maximize AI's potential responsibly. The current findings underscore the critical need for targeted professional development that equips educators with the essential knowledge and skills to effectively incorporate AI into educational settings, thereby enhancing teaching and learning experiences. The paper concludes with a detailed professional development plan that outlines a structured schedule and agenda tailored to equip teachers with the skills needed to effectively utilize AI technology in their practice.