The integration of Artificial Intelligence (AI) in educational settings has been gaining traction, promising to transform traditional learning paradigms. This study explores the perceptions of college students towards AI-driven learning tools, with a focus on students from NBBG College Tadong in Gangtok, Sikkim. The research specifically targets sixth-semester Science and Arts students, aiming to understand their attitudes, benefits, and concerns regarding these advanced educational technologies. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews with students from these academic disciplines. The findings reveal a generally positive outlook on the potential of AI tools to enhance learning experiences through personalized content, instant feedback, and increased engagement. Students appreciated the adaptive learning paths and the ability of AI to cater to individual learning paces and styles, which they believe can lead to improved academic performance and a more tailored educational experience. However, the study also uncovers significant apprehensions regarding data privacy, the potential for reduced human interaction, and the reliability of AI systems in accurately assessing complex human learning behaviours. Concerns about the ethical implications of AI in education were prominent, with students questioning the fairness and transparency of AI-driven assessments. The potential for over-reliance on technology, which might undermine critical thinking and problem-solving skills, was also highlighted. Despite these concerns, there is a strong interest in the continued development and integration of AI tools in higher education, provided that these tools are implemented with careful consideration of ethical standards and data security measures. The study concludes that while AI-driven learning tools hold substantial promise for revolutionizing education, it is crucial to address the ethical, privacy, and reliability issues to gain broader acceptance among students. Future research should focus on longitudinal studies to assess the long-term impact of AI tools on learning outcomes and the development of guidelines for the ethical use of AI in educational contexts. This investigation provides valuable insights for educators, policymakers, and technology developers aiming to enhance learning experiences through AI innovations