For several years, tools such as Quizlet and Grammarly have been instrumental in supporting students’ learning. However, generative artificial intelligence (AI) has introduced a new dimension and approach to resource use to promote learning and teaching. As a result, many people question its effectiveness in education. The following qualitative study explored students’ experiences and opinions about the use of generative AI. Twenty students were asked to use AI tools, including ChatGPT and Copilot, to identify potential questions that the audience would have asked them during a mock media brief presentation assignment. After the presentation, the students were asked to reflect by sharing their opinions and experiences in a discussion post on how well AI had prepared them for the questions-and-answers section of their class presentation. The results indicated that several students found generative AI helpful in organizing thoughts, as evidenced by the following quote from S1: “… creating outlines and organizing content, and it has its place to prepare for assignments.” S2 echoed these sentiments when they said, “… AI is really helpful for organizing your thoughts… writing good prompts is key.” However, the students indicated that AI-generated questions were impersonal, as evidenced in the following quotes. S3 said, “The questions that ChatGPT asked were very technical and specific… the ones that… [our peers} asked seemed more personal… which AI is not yet capable of understanding.” S4 followed up by stating, “I did notice that… the questions from our peers were more personal than ones generated by AI….” The results indicate that AI can assist students in developing critical thinking skills, thereby addressing concerns that AI limits students’ ability to learn. It is recommended that instructors think through better ways to incorporate it in meaningful ways to avoid overreliance.