The fast development and spread of artificial intelligence (AI) in the education field is prompting educational stakeholders to study how new AI technology will influence teaching and learning. The problem this basic qualitative study will address is the lack of teacher knowledge of artificial intelligence (AI) due to limited pedagogy, which is leaving teachers unprepared to address the new technology. The purpose of this basic qualitative study is to explore the use of AI in the classroom and its influence on teaching and learning in a secondary school setting. More research is needed to understand the perceptions teachers have of AI and its influence on teaching and learning. The connectivism and constructivism learning theories will be used as the framework to guide this research study. The research questions will seek to identify the perceptions teachers have of AI and its influence on teaching, learning, curriculum, and instruction. A basic qualitative research design will be used to study a target population of approximately 50 teachers. The proposed sample size will be 15-20 secondary public school teachers. Data will be collected using two qualitative instruments, interview protocols and a questionnaire. The data will be analyzed using thematic analysis and with assistance from the NVivo 14 software. The findings and results of this study will help to develop effective AI teaching pedagogy, so teachers can implement AI tools to improve curriculum, instruction, and student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]