Many researchers have focused on how to teach artificial intelligence (AI) to primary school students and what AI knowledge they should learn. However, there is limited research exploring teachers’ perspectives on generative artificial intelligence (GenAI) in the field of education. The aim of this study was to understand primary school teachers’ perceptions of GenAI in education, including their attitudes towards using GenAI in education, the challenges they encounter when using GenAI, and what support they feel they require to successfully incorporate GenAI into education. The study conducted a qualitative analysis of interviews with five experienced teachers. The study’s results show that all of the teachers were neutral in their attitude as to whether GenAI should be applied in education, believing that GenAI can quickly generate teaching materials, exam questions, and dialogue scenarios, significantly improving the efficiency of course design, but that its application is limited in areas that require deep thinking and emotional expression. The study’s results also indicated that the teachers required support to help them incorporate GenAI into education, including expert guidance, technical assistance, and the establishment of communication platforms. Finally, the study discussed how multiple stakeholders can promote the effective integration of GenAI technology in education through collaborative efforts. This study can help researchers better understand teachers’ perceptions of GenAI in education and the challenges they face in implementing it in their teaching, thereby aiding in the design of training programs that better meet practical needs.