The integration of AI technology in classroom teaching has become an essential component of contemporary education, yet teachers’ perceptions and readiness remain critical determinants of successful adoption. As AI-driven tools increasingly influence the central role played by educators in determining how effectively these technologies are implemented. Hence, understanding teachers’ attitude towards AI is crucial in ensuring that technological innovation aligns with pedagogical goals and enhances overall quality of classroom learning experiences. The objective of this study is to evaluate factors influencing adoption of AI in the undergraduate classroom and to analyze the Perception and Attitude of teachers towards usage of AI in the physical classroom. The test used in the current study is One Sample t-test using R Studios. Data from this study came from a survey conducted upon 125 undergraduate teachers. The analysis revealed that teachers generally hold a positive perception and attitude toward the use of Artificial Intelligence (AI) in physical classrooms. The results indicate that the adoption of AI significantly contributes to improving student engagement, facilitating personalized learning, providing instant feedback, saving teachers’ time, enabling smart content creation, supporting slow learners, enhancing interactive visual learning, allowing real-time lesson adaptation, increasing teaching efficiency, strengthening classroom interaction, improving classroom management, and developing interactive question banks. The statistical results further confirm that these dimensions are significant factors influencing teachers’ perception and attitude toward the usage of AI in physical classroom teaching.