This qualitative study explores teachers’ perceptions of generative artificial intelligence (AI) in education, focusing on opportunities, challenges, and classroom applications. Using semi-structured interviews with 45 teachers from primary, secondary, and high school levels across Turkey, the research employed thematic analysis to identify key themes regarding generative AI integration. The findings suggest that teachers recognize significant opportunities including personalized learning, enhanced content creation, time efficiency, and improved student engagement. That said, they also express substantial concerns about academic integrity, over-reliance on technology, inadequate training, ethical implications, and equity issues. Teachers report diverse classroom applications ranging from lesson planning and assessment creation to providing feedback and generating instructional materials. This research identifies six major themes: (1) Perceived Opportunities and Benefits, (2) Challenges and Barriers to Implementation, (3) Current Classroom Applications, (4) Professional Development Needs, (5) Ethical and Academic Integrity Concerns, and (6) Future Integration Perspectives. Results indicate that successful generative AI integration requires comprehensive professional development, clear institutional policies, and balanced approaches that preserve critical thinking while leveraging technological advantages. This research contributes to understanding how educators perceive and utilize generative AI tools, offering insights for policymakers, educational institutions, and teacher training programs.