The rise of artificial intelligence (AI) raises questions regarding the training of future teachers of French as a Foreign Language (FFL). This article examines how AI is used and perceived by trainee teachers at the École Normale Supérieure. The study draws on an online questionnaire administered in November 2025 to 66 students, with data analyzed using descriptive statistics, non-parametric tests, and a thematic analysis of open-ended responses. The results indicate that AI is primarily used for information processing (research, translation, correction) rather than for designing pedagogical activities. While there is strong support for AI, it is not uncritical: students who favor it all identify at least one risk, though vigilance tends to decrease as enthusiasm rises. A sense of preparedness is not significantly linked to self-reported digital skills, and the demand for training which is high and practice-oriented does not depend on the extent to which AI is integrated into the curriculum. Open-ended justifications rarely mention the human relationship, and tomorrow’s classroom is mostly envisioned as hybrid.