This chapter explores students’ imagined futures of artificial intelligence (AI) teaching assistants through a creative story completion exercise. Students in an introductory AI in education course continued a speculative narrative about a professor and an AI assistant. Using the composite narrative method, we wove together student voices to create a unified story that captures their hopes and concerns. The resulting narrative, “The Double-Edged Hologram”, reveals a fundamental tension: while AI assistants offer personalized explanations and efficiency, they risk creating distance between teachers and students and fostering passive learning. We reflect on the methodological strengths of composite narratives in creating emotional resonance and honoring participant voices, while acknowledging challenges of researcher subjectivity and potential oversimplification in representing diverse perspectives.