This thesis explores the current disruptive impacts caused by Generative Artificial Intelligence (AI) in K-12 education, our focus is a northern Swedish municipality that launched an AI-initiative for teachers to manage the disruptive impacts to increase teachers AI competence. Our study addresses the current research gap regarding authorities ensuring teacher AI-preparedness. We interviewed teachers and Digital Transformation Officers(DTOs) to understand their perspectives with GenAI being adopted in schools. Our findings disclose ethical and privacy concerns, urgency for specific educational AI-tools and national strategies, as well as possible benefits for enhanced learning with contemporary educational approaches. These identified barriers and possibilities contribute to better develop strategy recommendations to improve teachers AI preparedness as GenAI integrates in the educational setting. Through clear directives and extensive training the potential pitfalls can be addressed proactively while simultaneously mitigating the current negative effects of GenAI