This addendum to the International Computer and Information Literacy Study (ICILS) 2023 International Report, reports on school principals’ perspectives on the introduction and use of generative artificial intelligence (GenAI) tools, such as ChatGPT, in schools across 12 countries. It explores principals’ reported use of GenAI tools, existing policies or plans for their integration, and their perceived impacts on teaching and learning. The data reveal that while the majority of principals have been infrequent users of generative AI, there is a growing awareness and intent to develop policies related to its application. Most schools lacked explicit guidelines for GenAI use, but approximately half are planning to create them. The chapter discusses the dual perceptions of generative AI’s potential benefits, such as enhanced creativity and improved student engagement, and its challenges, including risks of misinformation, dependency, and ethical concerns. Principals anticipate both positive impacts, such as facilitating lesson planning and personalized learning, and negative consequences, including difficulty verifying the originality of students’ work. The findings emphasize a need for professional development for teachers and educational frameworks to address the broader implications of generative AI on pedagogy and student learning, alongside calls for future longitudinal research to track its integration and effects.