This study investigates the perceptions of English language teachers regarding the use of Artificial Intelligence (AI) in teaching English within Iraqi public schools. The research addresses a significant gap in the literature concerning the implementation and effectiveness of AI in language education, particularly in developing countries. The primary research questions focus on teachers’ perceptions of AI tools, the challenges they face in integrating these tools, and the perceived benefits for student engagement and language proficiency. The study employs a qualitative case study design, utilizing semi-structured interviews, classroom observations, and surveys to gather comprehensive data from a purposive sample of English language teachers. Thematic analysis and content analysis were used to interpret the qualitative data, while descriptive and inferential statistics were applied to the survey data to provide a robust understanding of the findings. Key findings indicate that 75% of teachers perceive AI tools as beneficial for student engagement, and 70% believe these tools enhance language proficiency. However, 63% of teachers reported limited access to technology, and 58% cited insufficient training as significant barriers. Statistical analyses revealed a 20% improvement in student performance and a 21% increase in engagement index post-intervention with AI tools. The implications of these findings are stark: AI has the potential to revolutionizes language education in resource-constrained environments, but it is only a technological veneer that will address issues related with training and resources which seem both fundamental.