The use of generative artificial intelligence (GenAI) such as ChatGPT in education spaces is a timely and significant area of interest. This study explores preservice teachers’ (PSTs) experiences and perceptions of using ChatGPT for lesson planning in primary school settings. Using a qualitative approach, the research collected data from 20 PSTs at an Australian tertiary institution. Findings indicate that all PSTs believe they are likely to use ChatGPT to assist with lesson planning in their future practice. PSTs specified that they value ChatGPT for its time-saving capabilities, its potential for idea generation and its ability to enhance the quality of lessons. However, concerns were raised regarding the accuracy of ChatGPT’s output, potential misinformation, a lack of depth and specificity, as well as an absence of context. These results underscore the importance of ensuring AI literacy among both academics and PSTs in initial teacher education settings alongside refining GenAI tools to better align with the needs of education more broadly. In light of these findings, it is important to further adapt GenAIs to address the identified concerns, ensuring that they not only augment the lesson planning process but also meet the nuanced needs of educators, thereby fostering a more effective integration of GenAI into pedagogy.