Pre-service English teachers required integrating TPACK to teach in this digital era. Furthermore, AI rapidly growing and offers teachers to support them. This phenomenological study explored pre-service English teachers’ lived experiences in using AIs to support their teaching preparation. In previous studies, less is known about how newcomer educators integrated AI into their pedagogical development. Through in-depth interviews, this addressed two research questions; What are the pre-service English teachers’ lived experiences in using AI in teaching preparation? How does using AI assist teaching preparation? Five themes emerged; 1) exploration of AI’s pedagogical potential; 2) emerging pedagogical beliefs and shifting attitudes; 3) intentional integration and innovative lesson design; 4) ethical reflections and responsible AI use; and 5) shifting self-efficacy and confidence. This study explicated how AI utilization experiences mould participants’ pedagogical beliefs, implementation, and perception of technology integration. These findings will help education programmes in preparing candidates and require the TPACK.