<p>In the current trend of generative artificial intelligence (GAI) as an assistive tool for teaching and learning, it is crucial for teachers to employ GAI for teaching and to guide students in knowledge construction. The present study adopted the draw-a-picture technique and epistemic network analysis (ENA) to reveal pre-service teachers’ (PSTs) perspectives on GAI-assisted instruction. It focused on examining the differences in the conceptions between realistic and idealistic GAI-assisted instruction, as well as the differences in realistic and idealistic GAI-assisted instruction among PSTs with varying levels of learning attitudes. The results showed that in the conceptions of realistic GAI-assisted instruction, the majority of PSTs tended to depict individual learners learning through screens. Conversely, in the conceptions of idealistic GAI-assisted instruction, they tended to illustrate multiple learners participating in learning activities under the direct guidance of a teacher. In terms of the categories of “locations,” “activities,” and “learning content,” most PSTs held consistent viewpoints between the realistic and idealistic conceptions, while differences existed in the categories of “participants involved,” “objects,” and “emotions and attitudes.” Furthermore, PSTs with high-level learning attitudes did not mention specific subjects but emphasized positive emotions, learning activities, and individual students. Conversely, PSTs with low-level learning attitudes held conservative attitudes toward the innovative application of GAI in education, preferring conventional educational modes and familiar teaching tools. This study not only contributes to understanding PSTs’ perspectives on GAI-assisted instruction, but also provides recommendations for future training related to GAI-assisted instruction of PSTs.</p>