The increasing prevalence of generative AI tools in education has prompted discussions about their potential and challenges, particularly in language teaching. However, little is known about the readiness of pre-service EFL teachers to integrate these tools into their teaching practices. The purpose of this study is to explore the readiness of pre-service EFL teachers to use generative AI tools, focusing on their ability to incorporate these tools within the AI-TPACK framework. The study employs a qualitative exploratory method. Data were collected through semi-structured interviews with ten third-year pre-service EFL teachers at UIN Walisongo Semarang. The findings reveal sufficient readiness in the domains of Content Knowledge (CK), Artificial Intelligence-Technological Knowledge (AI-TK), and Artificial Intelligence-Technological Content Knowledge (AI-TCK), highlighting pre-service teachers' ability to utilize generative AI for creating teaching materials and personalized content. However, challenges were identified in integrating technology with pedagogy and content comprehensively, particularly in the domains of Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), Artificial Intelligence-Technological Pedagogical Knowledge (AI-TPK), and Artificial Intelligence-Technological Pedagogical Content Knowledge (AI-TPCK). These findings underscore the need for enhanced AI literacy, ethical training, and practice-based workshops in teacher education programs to support the effective integration of generative AI in language teaching.