Abstract: Indonesia's fragmented geography and uneven infrastructure pose persistent challenges for adopting new educational technologies. While national initiatives aim to mainstream AI in K-12 schools by 2025, policy readiness does not automatically mean teachers are ready for the classroom. This study surveys Indonesian K-12 teachers to examine: (1) their understanding of AI, (2) how they and their students use AI, and (3) their views on the acceptability of AI in learning activities. Through semi-automated thematic analysis, we identify common misconceptions and use cases. Our findings reveal a notable mismatch: while teachers find AI use in education acceptable and support it for the sake of efficiency, they remain fully aware of the risks to learning depth and academic honesty. We also find that this high level of acceptance is currently coupled with a poor understanding of how AI actually works.