The use of machine translation (MT) tools has received considerable attention as a resource that can potentially transform language teaching methods and learning outcomes. This study investigates language educators’ perspectives on the integration of MT tools, including ChatGPT, into their teaching. Using a qualitative research design, the study involved four language teachers from a tertiary institution in New Zealand through semi-structured interviews that explored the impact of MT on their language learning and teacher-led strategies. The data underwent thematic analysis and were examined through the lens of the ADAPT model, encompassing five components—amending assignments, discussing MT, assessing with MT in mind, promoting academic integrity and MT training—as an analytical framework to contextualise participants’ classroom practices. Findings revealed moderate acceptance of MT tools by participants. Although they did not fully endorse MT integration, ADAPT components were evident in their pedagogical practices. The study highlighted concerns about student dependency on MT tools and elicited educators’ insights into the responsible and effective integration of such technologies.