The emergence of ChatGPT aroused heated discussion on its potential and concerns brought to language education. However, investigations focused on language teachers’ perspectives toward tailoring ChatGPT into teaching practice were still limited. This study investigated Chinese as a foreign language teachers’ perceptions regarding using ChatGPT in their teaching. The following research questions were addressed: (a) what do teachers think about using ChatGPT in their teaching practice? (b) what are their expectations on ChatGPT? Two Chinese language teachers at a university in New Zealand were interviewed regarding their general attitude toward adopting educational technology, their perceptions of tailoring ChatGPT to their teaching, and their expectations of ChatGPT. Before asking for their opinions on ChatGPT, some examples of how to use ChatGPT for language education purposes were presented to the teachers. The data collected via the interviews were qualitatively analyzed based on the Diffusion of Innovation theory. This theory can be used to evaluate and foresee the development of an innovation in a particular field. The results showed that despite the fervent discourse surrounding ChatGPT, language teachers’ understanding of its functions and how to integrate it into teaching was still limited. Teachers were primarily concerned about the complexity of using ChatGPT and its compatibility with their teaching practice. A paradigm of conveniently adjusting ChatGPT to teaching and learning needs was expected. Meanwhile, teachers’ expectation of applying ChatGPT throughout the whole teaching process has been identified, including helping teachers prepare learning plans before classes and automatically assess students’ homework after classes. In summary, while expectations and potential of ChatGPT can be identified, there are still some essential practical obstacles to be overcome before implementing it into language teaching.