As Artificial Intelligence (AI) technologies progress rapidly, there is an increasing interest in utilizing these technologies to enhance both language teaching and learning experiences. Therefore, it is imperative to understand the perspectives held by educators to effectively integrate generative AI technologies and to capitalize on the possible advantages within English language education. This qualitative study aimed to explore the readiness of EFL teachers at tertiary level for implementing generative AI in Education (AIEd) tools in their profession as well as their perceptions of these tools in language teaching. Data were collected from 27 EFL teachers through teacher AI readiness scale, semi-structured individual interviews, and reflection papers. The quantitative findings indicated moderate AI anxiety but high perceived usefulness and positive attitudes toward AI, though participants reported mixed confidence in their ability to teach AI and in access to resources. The qualitative findings demonstrated varied familiarity with AIEd tools and expressed both benefits and challenges. Implications and directions for future research will be shared to inform educators, policymakers, and researchers.