This study aims to determine how pre-service teachers experience artificial intelligence (AI) tools in instructional design processes and how these experiences reflect on their pedagogical approaches, ethical awareness, and perceptions of professional development. An interpretive phenomenology design, one of the qualitative research designs, was used in the study. Within the scope of the study, an activity related to the teaching processes of AI tools at the elementary school level was conducted with pre-service teachers, and data were collected through a semi-structured questionnaire. The research results provide information on pre-service teachers’ perceptions and awareness of artificial intelligence applications, teacher roles and responsibilities, usability and applicability, pedagogical integration, ethics and security, readiness, and professional development.