Artificial Intelligence is increasingly shaping contemporary education by enabling data-driven instruction, adaptive learning, and personalized teaching approaches. The present study aimed to assess the knowledge level of student-teachers regarding AI-integrated tools used in the teaching-learning process. A purposive sample of 30 B.Ed. Special Education student-teachers from Mumbai were selected. Data were collected using a structured, knowledge-based questionnaire covering AI concepts, applications in education, ethical considerations, and inclusive classroom use. Descriptive statistical analysis revealed that 47% of participants had low knowledge, 43% demonstrated high knowledge, and only 10% had moderate knowledge. The findings indicate a polarised distribution, highlighting the need for systematic integration of AI literacy within teacher education programs, particularly in special education.