Teachers, as central agents in driving reform-based innovations, play a critical role in the successful integration of artificial intelligence (AI) into classroom practices. Their attitudes toward AI significantly influence the ways in which these technologies are adopted and applied in teaching and learning. In this context, the study explored gender differences in the attitudes of teacher aspirants from a country where AI is still an emerging concept. The study’s sample comprised 169 teacher aspirants from five state universities selected through simple random sampling, with the majority being female (70.4%, or 119 participants). The participants ranged in age from 18--34 years (M = 20.32, SD = 2.43), with most being in their early twenties—a relatively homogenous group that represents the perspectives of individuals in the early stages of their careers, poised to shape the future integration of AI in education. The findings revealed that participants predominantly displayed neutral attitudes toward AI. While male respondents exhibited slightly more favorable attitudes than their female counterparts did, both groups maintained neutral stances, and the observed differences were not statistically significant.