<p>The integration of Augmented Reality (AR) in the classroom emerges as one of the key educational challenges of the digital era. This study aims to explore future teachers’ perceptions of an AR educational application in development, designed for Early Childhood and Primary Education. Using a mixed-methods approach with 122 university students (undergraduate and master’s in education), data were gathered through the Technology Acceptance Model (TAM) and open-ended questions. Quantitative results reveal high acceptance of the tool, highlighting the dimensions of perceived enjoyment, attitude toward use, and intention to use. Regression analysis identifies perceived usefulness, enjoyment, and attitude as significant predictors of that intention. Qualitative findings point to augmented narrative, the playful component, and positive impact on attention as strengths, while suggesting improvements in interactivity and usability. It can be concluded that involving university students in the early design phases allows for the collection of key information to optimize these tools. This work reinforces the value of user-centered design and offers practical guidelines for developing accessible, creative, and motivating immersive technologies, facilitating their integration into the classroom.</p>