Integrating Artificial Intelligence (AI) into initial teacher training has emerged as a significant trend in the educational field, presenting substantial technological challenges that merit increasingly in-depth research. This study sheds light on the leading technological obstacles associated with implementing AI as perceived by 72 higher education students. The methodology adopted was based on a mixed approach, using a structured questionnaire survey that incorporated quantitative elements through a Likert scale and qualitative through open-ended questions that made capturing some nuances in the participants’ perceptions possible. Data processing involved descriptive statistical analysis for the quantitative data and content analysis for the open-ended questions, enabling methodological triangulation. Analysis of the participants’ responses reveals a complex and interconnected set of obstacles. First and foremost are issues related to infrastructure and resources, such as a lack of suitable equipment and significant problems. The lack of technical skills stands out as another crucial challenge, manifested in the difficulty of processes to use AI tools effectively. The complexity of pedagogical integration is highlighted, especially in harmonizing AI with existing methodologies and educational systems. Security and privacy issues also emerged as significant concerns in the participants’ narratives. Accessibility and inclusion were also widely mentioned, highlighting inequalities in technology access. The analysis also suggests that the successful implementation of AI in initial teacher training requires a comprehensive approach that simultaneously considers technical, pedagogical, and social aspects.