Artificial intelligence involves systems that can perform tasks that typically require human intelligence and mimic human intelligence (AI). This technology enhances chemistry education by offering personalized learning experiences through adaptive tutoring systems, improving comprehension and retention. The study investigated the views about artificial intelligence in chemistry education among chemistry teachers and students in the Ibadan metropolis, Nigeria, using ten public secondary schools in Ibadan North and Ibadan South West Local Government Areas. A total of twenty respondents (ten chemistry teachers and ten chemistry students) were sampled for the study. With a phone recorder and semi-structured interview questions, qualitative data were collected and subjected to content analysis. The findings of the study are that teachers are aware of several instructional methods for teaching chemistry. It was also found that both teachers and students have positive and negative views of the use of AI in chemistry. The students feel that AI provides better clarity of concepts and allows them to learn at their own pace. The teachers reported that AI makes teaching easier and that it is a useful source of information. However, they hold the notion that over-dependence could set in. Furthermore, the major challenges identified in the use of AI included no access to data, digital and smart devices, network connection problems, and little or no familiarity with AI tools. In conclusion, despite the hindering factors, most of the teachers and students agreed that AI was a beneficial tool for both instruction delivery and learning. Among others, we have recommended the integration of Artificial Intelligence into the school curriculum as well as teacher training, as this would help students and teachers gain proficiency in its use.