The usage of Artificial Intelligence (AI) in education has rapidly changed the methods of teaching and learning practices worldwide, including in Malaysia. Teachers in low-enrolment schools face numerous hardships such as having heavy workloads and multiple professional obligations at the same time. AI tools such as ChatGPT offer promising potential as supportive resources to help low-enrolment schools teachers manage their official and instructional duties more efficiently. Although numerous studies addressed the capacity of teachers to implement ChatGPT in general school environments, few have focused on teachers in remote area with a small number of students. The aim of this research is to examine the viewpoints of teachers from a low-enrolment school in Penang, Malaysia, regarding the implementation of ChatGPT in their professional roles. The study follows the Technology Acceptance Model (TAM), focusing on perceived usefulness, perceived ease of use and behavioural intention to use ChatGPT through a qualitative approach. Based on the findings, most teachers view ChatGPT as playing a significant role in assisting teachers who work in low-enrolment schools to perform their duties effectively and efficiently. However, one teacher expressed a more reserved stance, noting that ChatGPT’s content still required verification and adjustment to ensure contextual accuracy and suitability. Overall, the study highlights the cautious optimism among low-enrolment school teachers regarding ChatGPT’s potential as a professional assistant in small-school contexts.