This research examines how future teachers perceive the integration of artificial intelligence (AI) in primary science education. A questionnaire was developed to collect data on their knowledge, attitudes, current uses, and future intentions regarding AI. The results indicate that the majority of respondents have high access to digital tools and consider themselves sufficiently familiar with information and communication technologies, yet they demonstrate a limited level of knowledge about AI itself. Nonetheless, most participants acknowledge the potential added value of AI, particularly for personalized learning, diagnosing difficulties, and optimizing lesson preparation time. However, concerns related to the dehumanization of the pedagogical relationship, the cost of tools, and the lack of specialized training hinder its large-scale adoption. The study also highlights the need to enhance preparation and pedagogical support to assist future teachers in integrating AI. Many respondents expressed interest in additional training, believing that adequate institutional support, coupled with technical resources and training programs, would promote a more confident and ethical adoption of these tools, thereby ensuring a responsible and sustainable use of AI in primary science education.