This thesis explores the impact of disruptive technology such as generative artificial intelligence on secondary schools and how it relates to digital tools used in education and learning. Education is a core part of society and technology is constantly impacting how principles are formed and what methods are used to educate our future youth. We seek to understand the complexities related to generative AI and through our research and interactions form ideas on how schools adapt to this technology and its potentially disruptive effects. With a qualitative approach, the study focuses on interviewing school leaders and others in highly relevant positions connected to secondary schools to get a perspective on how they handle issues and find uses for the phenomenon in an educational context. We conducted six detailed interviews with ethics in consideration to get a solid representation of data. The data was filtered to find patterns which were then connected to our theoretical foundation. The study finds answers to how the school leaders view learning, how they utilize generative AI today and what preventive measures they go through to hinder students' opportunities of illicit use. Since generative AI was popularized there has been an increase in focus on working in processes, and a notable shift away from examinations written from home towards examinations done in the schools has occurred. Our findings reveal that while there is an enthusiasm for the potential enhancements that AI can provide, such as personalized learning aids and efficient administrative tools, there is also a concern regarding academic integrity and the need for robust AI-related policies. We also explore generative AI’s potential uses for the future and how it can be utilized responsibly to ensure that students develop necessary critical thinking and analytical skills.