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The rapid development of educational technologies requires a deeper understanding of preservice teachers’ readiness for artificial intelligence and the extent to which their professional self-efficacy beliefs influence this process. Although the integration of emerging technologies has gained increasing attention, the relationship between technological competence and professional confidence among preservice teachers remains underexplored. This study aims to investigate the interplay between preservice teachers’ readiness for artificial intelligence and their professional self-efficacy. An exploration sequential mixed method design was employed, beginning with a quantitative phase involving 293 preservice teachers, followed by a qualitative phase to capture deeper insights. Findings revealed that preservice teachers demonstrated an elevated level of readiness for artificial intelligence and positive self-efficacy beliefs, yet no meaningful relationship emerged between the two variables. The results suggest that professional self-efficacy and technological readiness are influenced by broader contextual and pedagogical factors rather than functioning in a straightforward manner. In the qualitative phase, participants highlighted both opportunities and challenges related to the use of artificial intelligence in primary education. While many emphasized its potential to support personalized learning, reduce workload, and enhance student adaptability, concerns were raised about ethical implications, risks to social-emotional development, cultural values, digital literacy gaps, and infrastructural limitations. The study underscores the necessity for teacher education programs to extend beyond technical training by incorporating pedagogical, ethical, and cultural dimensions to prepare preservice teachers for meaningful integration of artificial intelligence into educational practice.