This paper examined the trends, opportunities, and challenges of enhancing personalized learning through artificial intelligence (AI) at Bugema University. Guided by research questions focusing on the experiences of students and staff, the opportunities AI presented, and the challenges faced in its adoption, the study utilised the qualitative research approach, employing the phenomenological research design. Thirty participants, including faculty members, students, administrators, and AI experts, were purposively sampled. Data collection involved key informant interviews(KIIs) and focus group discussions (FGDs), enabling a comprehensive exploration of participant perspectives. Thematic analysis was applied to identify patterns within the data, revealing key findings related to the experiences of AI-driven personalised learning, the advantages offered by AI, and the challenges that hindered its effective implementation. The results indicated that while AI improved communication efficiency and provided data-driven insights for personalised learning, concerns regarding diminished personal connections and faculty resistance emerged. In conclusion, the integration of AI at Bugema University transformed educational practices, fostering improved communication and personalized learning, yet balancing the benefits of AI with the need for meaningful engagement remained vital. The study recommended ongoing training and professional development programmes for faculty to enhance their technical knowledge and confidence in using AI tools, promoting initiatives that foster personal connections between faculty and students through hybrid teaching models, and establishing clear policies and support structures for effective AI integration in the classroom.