Grounded in the Technology Acceptance Model (TAM), this qualitative case study examines how K–12 teachers and administrators perceive and implement Khanmigo, an artificial intelligence tool, within their instructional practice. Drawing on multiple data sources and thematic analysis, the study explores how perceived usefulness, ease of use, and organizational conditions shape adoption. Findings reveal that educators’ engagement with Khanmigo is driven by instructional alignment and efficiency, yet mediated by leadership guidance, professional learning, and policy clarity. This study contributes insight to emerging AI-in-K–12 scholarship and offers policy-relevant implications for district-level AI governance and implementation frameworks.