This study explores the prospect of Artificial Intelligence (AI) to support differentiated instruction (DI) in English as a Foreign Language (EFL) classroom in Morocco. Drawing on focus group data from practicing EFL teachers, it examines their conceptual understanding of AI, its practical implementation, infrastructural constraints, and related ethical considerations. As AI increasingly permeates major sectors, education should not remain a siloed field, positioning Artificial Intelligence in Education (AIEd) as a powerful catalyst for personalized learning. In EFL classrooms, which are often marked by students’ variation in language proficiency, readiness levels,and learning needs, AI offers new possibilities for tailoring instruction to individual students. However, its integration also raises important concerns regarding equity, access, and ethical use. This study examines both the opportunities and the challenges of using AI to enhance differentiated instruction in diverse language learning environments.