The purpose of this study is to understand the current situation where practising New Zealand primary educators have utilised ChatGPT. More explicitly, the research considered how educators perceived the beneficial affordances and used them to support their classroom practice. Concurrently, negative implications of use are noted and an attempt to draw out their impact is also considered. A survey with open and closed questions was created and shared online for New Zealand Primary teachers. Sixty-one teachers responded to the survey. The data were analysed using both qualitative and quantitative methods using a mixed-methods approach. The findings from the study suggest ChatGPT has been beneficial to teachers and has also improved their teaching. It also showed teachers were actively taking measures to mitigate potential harm through their own use. Recommendations are made to support educators going forward.