This study examines Moroccan teachers’ perceptions of Generative AI and Metaverse-based educational tools, drawing on a mixed-methods approach informed by the Technology Acceptance Model. While findings indicate some enthusiasm, particularly for AI in lesson planning and addressing resource gaps, persistent concerns remain. These include high costs, limited training, and ethical issues, especially around student misuse of AI. Scepticism toward the Metaverse was more marked, with many teachers and students questioning its practicality and educational value. The study highlights the importance of targeted training, equitable resource allocation, and clearer ethical frameworks. Its regional scope and reliance on self-reported data present limitations, pointing to the need for broader, more inclusive research.