The aim of this research is to reveal the views of science teachers about the use of artificial intelligence in education. Phenomenology pattern, which is one of the qualitative research patterns, was used in the research. Within the scope of the research, focus group interviews were conducted with 30 science teachers in 15 different public middle schools in Diyarbakır city center. Before the focus group interviews were conducted, a pilot focus group interview was conducted with 6 different science teachers. Based on the themes obtained as a result of this pilot interview, a semi-structured interview form was prepared by the researchers. In the focus group interviews, the questions in this interview form were asked to the teachers. As a result of the research, it was revealed that the opinions of teachers about the use of artificial intelligence in education were gathered under five titles (themes). These themes are; "effect on students", "effect on teachers", "effect on education-teaching process", "concern" and "suggestion". For each of the themes of "effect on students", "effect on teachers" and "effect on education-teaching process", two categories named positive effect and negative effect were determined. While two categories, professional concern and ethical concern, were identified in relation to the theme of concern, two categories were determined in relation to the theme of suggestion, namely systemic suggestions and application suggestions.