In education, the utilization of EdTech tools diverges notably between developed and developing nations, a dichotomy attributed to multiple factors like Technological Infrastructure, Digital Literacy, Digital Pedagogy, Tools, and Content. Recent research studies highlight that Generative AI's potential use and integration might exacerbate this gap. One possible and first-hand suggested solution is to involve the educational stakeholders in the early phase of any shift caused by a technological wave. This study explores the potential of Generative AI use and integration in STEM education by capturing the perceptions of digitally literate Indian High school teachers. Through a purposive sampling approach, it includes 67 teachers as participants, soliciting their perceptions labeled under SWOT verticals through open-ended questionnaires. Employing thematic and content analysis, this research delves deeper into the perceptions of Technological, Pedagogical, Content, and Contextual potentials of Generative AI in Indian High school TEL-based STEM education. The findings reflect strengths like Personalized Learning Experiences, Content Enrichment, and Interactive Learning Experiences. Opportunities such as Differentiated Instruction Enrichment, Inclusivity, Access Expansion, and Active Learning Integration are pathways toward a more inclusive and engaging educational paradigm.