Recent advancements in large language model-based generative artificial intelligence (GenAI) tools have transformed computer science education, presenting both opportunities and challenges. A study investigating students’ attitudes toward these tools was conducted during an Introduction to Computer Science course. The target of the study was to gauge students’ evolving attitudes toward using GenAI tools in the course, before, during and after ChatGPT was gradually assimilated into homework assignments. The study refers to three phases: preliminary phase, assimilation phase, and calibration stage, which currently takes place. Findings show that, in the preliminary phase, students appreciated the efficiency of GenAI tools offered but were concerned about developing a dependency on these tools and about “cheating”. Findings from the assimilation phase indicate that consistent, guided exposure to GenAI tools positively shifted students’ views, alleviating initial concerns and promoting a positive attitude toward using GenAI tools in the course. The targets of the calibration phase are: a) to examine how to leverage independent learning by formulating clear guidelines that can build trust in the technology and help overcome concerns regarding reliability and credibility; b) to check how GenAI can help students in a Introduction to Computer Science course acquire skills such as critical thinking and code comprehension. The study offers insights for educators on the integration of GenAI tools into computer science courses to enhance learning while maintaining academic integrity.