This paper describes an experience report centered on high school mathematics teachers’ use of ALICE, a Generative AI (GenAI) module of the Edfinity homework system. Given natural language prompts (from teachers), ALICE generates the programming code (in WeBWorK format) for the corresponding interactive, isomorphic, auto-gradable problem along with hints and a solution. Writing such code would normally require programming skills. Working with teachers in high schools across a mid-western US state, this paper presents teachers’ experiences using ALICE, on prompt engineering, and the factors that influence these experiences. The implementation study also examines the impact of this experience on teachers’ classroom practice and their views about AI. Findings suggest that teachers’ experiences were largely very positive, however these experiences are shaped by several factors including their context, their attitudes toward technology and AI use, and the perceived usefulness of the tool. These factors hold different levels of importance for individual teachers. The promising results contribute to the burgeoning field of GenAI in education and understanding teacher-AI teaming.