This chapter examines how students perceive and experience the dual nature of generative Artificial Intelligence (AI) in the context of gender inclusion within primary and secondary (Preparatory-Year 11) computing education, with a focus on Australian schools. Through qualitative research involving 199 students across 24 focus groups in five schools, we explore students’ understanding of AI technologies and their awareness of potential gender biases embedded within these systems. Our findings reveal age-based differences in AI engagement and understanding. While younger students (Preparatory to Year 4) demonstrate limited familiarity with AI, older students show sophisticated awareness of both AI’s potential and its inherent biases. The study identifies a notable gender disparity in early AI exposure, with boys more frequently introduced to AI technologies through paternal influence. Despite this disparity, students across age groups demonstrated progressive views on gender roles and career choices, while maintaining critical awareness of how AI might perpetuate societal biases through its training data. The research highlights the importance of addressing early exposure gaps and the need for culturally sensitive approaches to AI integration in education. These insights inform recommendations for educators and policymakers to promote more inclusive AI-driven educational experiences while actively addressing potential gender biases.