This study examines the gap between the aspirations and actual applications of artificial intelligence (AI) and generative AI (GenAI) in education, focusing on the multifaceted challenges to AI adoption among secondary school teachers in Luxembourg. Through 29 semi-structured interviews, the research reveals that educators often experience a perceived loss of control due to the opaque nature of AI systems, the rapid pace of technological change, and the sometimes superior digital literacy of students. This perceived loss hinders both psychological comfort and professional effectiveness, complicating AI integration. The study highlights the importance of fostering critical thinking skills in both teachers and students as well as the need for robust ethical and legal frameworks. Subject-specific factors also appear to play a critical role in shaping teachers’ emotional and conceptual perceptions of AI. The findings advocate structured professional development and comprehensive organizational support as essential for effective AI implementation. By addressing barriers such as teacher resistance and ethical concerns, this study contributes to the growing discourse on AI acceptance, offers practical strategies for integrating AI into education, and suggests a multi-pronged approach to ensure that educators are well equipped for this transition.