Artificial intelligence (AI) tools are becoming an established feature of teaching and learning environments worldwide, and Kenyan primary and secondary schools are not exempt from this shift. This article examines the practical integration of AI into instruction within the Kenyan basic education context, drawing on classroom-oriented evidence and policy developments to move the discussion beyond abstract debate toward actionable practice. It considers how AI tools support teachers in curriculum and lesson planning, classroom management, and workload reduction, and how they support learners through personalisation, immediate feedback, accessibility, language translation, and engagement. The article also identifies the literacy, ethical, and interpersonal skills that learners require alongside AI use, situating these within Kenya's Competency-Based Curriculum. It further examines persistent challenges, including limited teacher training, infrastructural gaps, academic integrity risks, and the danger of over-dependence on technology, before outlining the institutional and policy conditions necessary for responsible integration. The article concludes that AI-enhanced instruction, when deployed thoughtfully and paired with deliberate investment in teacher capacity and infrastructure, offers a scalable means of easing the burden on educators managing large and diverse classrooms while preserving the relational and mentoring role that only human teachers can provide.