This paper aims to explore the preparation of pre-service teachers for AI-integrated classrooms in Nigeria. It investigates the notion of Pre-Service Teacher, the definition of Artificial Intelligence, the emergence of AI in Nigerian Education, the Visual Era, AI-Enhanced Classrooms, Essential Elements of an AI-Enhanced Classroom, the Educational Adaptation of AI-Enhanced Classrooms for Future Careers, Implementing AI in Teaching and Learning, Critical Areas to Address for Preparing Pre-Service Teachers for AI-Enhanced Classrooms in Nigeria, and the Challenges Faced in Equipping Pre-Service Teachers for AI-Enhanced Classrooms in Nigeria. The paper concludes that the incorporation of Artificial Intelligence (AI) into education is not merely a concept for the future but a current reality, especially within the framework of inclusive classrooms. This research, employing the Unified Theory of Acceptance and Use of Technology (UTAUT) model, has yielded significant insights into the behavioral intentions of Nigerian pre-service teachers concerning the adoption and application of AI tools for educational engagement in inclusive environments. In light of this conclusion, the paper suggests the following recommendations: Investing in technological infrastructure: Ensuring reliable internet connectivity, suitable hardware (computers, tablets), and necessary software licenses in teacher training institutions and future classrooms, as well as developing accessible AI tools: Making certain that AI tools are created with accessibility features to accommodate various learning needs and abilities.