Teaching practicum is a critical site for professional development, where pre-service English teachers must negotiate professional judgment in response to pedagogical and ethical uncertainty increasingly shaped by generative AI in CALL-related instructional contexts. Adopting a sensemaking perspective—understood as the process through which individuals interpret and respond to uncertain situations—this study examines how final-year pre-service English teachers position generative AI as a pedagogical resource within their emerging professional practice during practicum. Drawing on scenario-based tasks situated in AI-mediated teaching situations and guided reflections collected during practicum, the study explores how participants reason through CALL-related AI dilemmas. The analysis suggests that pre-service teachers engage in ongoing professional sensemaking, positioning generative AI as a contested CALL resource shaped by tensions between supporting student learning, ensuring fairness, and navigating ambiguous institutional expectations. The study conceptualizes professional development as situated judgment grounded in critical professional reasoning and compassion, with implications for CALL-informed teacher education and practicum design.