Despite the growing importance of Artificial Intelligence (AI) in education, research on teachers’ readiness to integrate AI tools in elementary classrooms remains limited. To address this gap, this study evaluates the preparedness of public elementary school teachers, focusing on perceived usefulness, attitudes, confidence, professional development, and access to resources in Butuan City, Philippines. Using a mixed-methods approach, the study found that elementary teachers showed a very high level of readiness for AI integration in terms of their perceived usefulness, attitudes, and confidence. Readiness levels also varied across grade levels due to differences in teachers’ exposure and training opportunities. The study also showed a positive relationship among the five dimensions of teachers’ readiness to use AI tools in the classroom. Moreover, teachers expressed considerable difficulties with AI tools integration, such as limited resources, inadequate training, and the rapid advancement of AI technology. This study further contributes to the growing discourse on AI in elementary education, emphasizing the need for strategic capacity-building to empower teachers in the digital age.