This study was conducted to assess teachers’ readiness for the applications of artificial intelligence (AI) in teaching. The study adopted a descriptive research design. The study was conducted in Uzo-Uwani L.G.A Enugu State. Four research questions and three hypotheses guided the study. The population comprised 53 teachers in Uzo-Uwani L.G.A, Enugu State, which was manageable for the study. Thus, there was no sampling since the whole population of teachers in the study area participated in the study. Teachers readiness for the application of AI Questionnaire (TRAAIQ) was used as the instrument for data collection. The reliability estimate of the instrument was determined to be 0.78 with the use of the Cronbachs alpha method after subjecting the instrument to trial testing. Mean and standard deviation were applied to answer the research questions, while ANOVA and independent samples t-test were applied to test the hypotheses at a 0.05 level of significance. The result showed that teachers have a very high level of readiness for the applications of AI. Additionally, it was revealed that experience and qualification significantly influence teachers level of readiness for the applications of AI in teaching and learning mathematics. Moreover, gender does not significantly influence teachers level of readiness for the applications of AI in teaching and learning. Based on the findings, it was recommended, among others, that the government should organize seminars for the training of teachers on the application of different AI tools in teaching and learning Mathematics.