This study examined how Artificial Intelligence (AI) tools could improve Mathematics instructional delivery among secondary school teachers in Ebonyi State, Nigeria. A descriptive survey was employed involving 96 Mathematics teachers selected from 18 public secondary schools across six Local Government Areas. Data were gathered using a researcher-developed questionnaire titled Questionnaire on Enhancing Secondary School Mathematics Teachers' Instructional Delivery for AI Tools (QESMTDIAT) with an overall reliability index of 0.74 obtained through Cronbach Alpha. Analysis relied on mean and standard deviation using 2.50 as the benchmark for acceptance. Results indicated that teachers acknowledged the pedagogical relevance of tools such as ChatGPT for lesson preparation, GeoGebra for geometry and algebra visualization, Photomath, YouTube AI Tutor, Wolfram Alpha, Quizizz AI, and Desmos graphing calculator. Teachers reported that AI use enhanced instructional delivery substantially, with notable gains in collaborative learning, learner interest, instructional personalization, and engagement. No gender disparity was observed in general readiness (Male M=2.61 Female M=2.61), although confidence and frequency of classroom application remained low for both groups. Capacity-building measures including embedding AI literacy in teacher education curricula, regular professional development, improved infrastructure (internet/power), access to AI software, and peer mentoring were endorsed as viable enhancement strategies.