In this study, we explored the perceptions of seven learners of Persian as a foreign language (PFL) about ChatGPT in an L2 writing classroom. The data were collected from a series of qualitative, semi-structured interviews. The data were analyzed in several steps: Open coding the data, axial coding the thematic patterns, and substantiating the thematic patterns with representative excerpts. The analysis showed that the learners, while skeptical and unaware of the capabilities of ChatGPT as an L2 writing assistance tool, valued its versatility. Specifically, a few learners appreciated the tool’s potential in providing feedback and generating ideas in the brainstorming phase of writing. The analysis also showed that the learners’ mixed feelings about ChatGPT as a tool in the L2 writing classroom were partially rooted in their perceptions about this tool in the learners’ academic fields and future career paths. These findings indicate that, within the context of teaching PFL, learners’ perceptions about ChatGPT can develop and become more positive with proper intervention.