This qualitative case study explored how an AI-powered gait rehabilitation robot program was implemented over one semester in a special school and how its participants experienced and made sense of it. The bounded case was the program itself; its participants comprised three students with severe and multiple disabilities, the teacher-researcher (a special education teacher), a collaborating physical therapist, and three guardians. Data were collected from multiple sources, including health-management records and assessment sheets, class documents and Individualized Education Program (IEP) team minutes, robot-recorded gait data, semi-structured surveys and interviews, participant-observation logs, and the researcher’s reflexive journal. The data were analyzed through iterative coding, pattern identification, and cross-source comparison, with attention to discrepant data, and trustworthiness was strengthened through triangulation, member checking, and peer debriefing. Three themes were identified. First, the program was implemented within a co-teaching model that connected the special education teacher and the physical therapist across the boundary of education and therapy, and it was organized as a related service through IEP team consultation under the 2022 revised special education curriculum. Second, the participants moved from initial expectation and concern toward a more nuanced appreciation of the program, while also raising practical concerns about safety, sensor limitations, and the burden of responsibility. Third, the students showed uneven but meaningful changes. Although gains on the ordinal functional indicators (MMT, BBS, FAC) were partial or limited to maintenance, clearer changes appeared in confidence, self-efficacy, and social participation. Rather than verifying effectiveness, this case illustrates the possibilities and conditions of school-based AI gait-robot education and points to the need for a sustainable policy and institutional support framework, including the placement of rehabilitation professionals within schools.