As English Language Teaching (ELT) incorporates artificial intelligence (AI) into its teacher education training programs, the individual characteristics that can lead to successful adaptation will come into focus. This study fills a gap in the literature on trait–skill interplay in AI-enhanced teacher education by exploring the relationship between digital literacy, personality, and ELT trainees’ engagement and performance in a digital environment. A convergent mixed-methods design was implemented in which 80 trainees completed the Big Five Inventory and a standardized measure of digital literacy, before being involved in a six-week AI-supported instructional module. Multiple regression and moderation analyses demonstrated that the positive effects of digital literacy on performance and engagement were most robust for trainees characterized by high levels of openness and conscientiousness. In contrast, high levels of neuroticism weakened the effect of technical competence. Qualitative thematic analysis of interview data reinforced that personality affected trainees’ attitudes toward engaging with technology, risk-taking, and willingness to attempt new tasks. These findings suggest that effective adaptation to AI in teacher education depends not just on level of digital skills but also on trait-based differences in emotional readiness and learning behaviors. Implications for differentiated activity design and personality sensitizing digital literacy training in ELT programs are discussed.