Aim The aim of this paper is to present a critical review of the current mainstream strategy to support Romani children in the Czech Republic and to explore how participants at various levels perceive its practices. The study will raise the further questions about the issues of schooling for Romani children and seek for the prospect and impediments of inclusion of Romani children in the current Czech education system. Background and rationale of the research In the Czech Republic, the vast majority of Romani children are excluded from mainstream school and attend special school for a variety of reasons. This is heavily criticised as de facto segregation by international organisations of human rights. In response to this situation, the government has started working, aiming at 'integrace' or integration of Romani children into mainstream society and various education support programmes have been introduced since the mid 90s. Many of them aim to prepare children for schooling, to raise their educational achievement and to prevent them from dropping out of mainstream school. Those programmes, the so-called 'Romani oriented programmes' or 'alternative programme' as they are often named, have gradually taken effect and these positive outcomes are well recognised. However, there are counter arguments to the effect that too much support for Romani children may exclude them from mainstream education even more. Moreover, it appears to patronise them. Despite such criticism, 'Romani support programmes' appears mainstream and numerous reports and studies on good practice are presented. Bearing in mind this situation, I conducted an ethnographic case study at one Romani community based primary school which adopted various special measures to support Romani children. As one of few mainstream primary schools which accommodate Romani children who would be otherwise transferred to special school, its pioneering role has influenced education of Romani children in the Czech Republic. Methods for data collection The data to be used for this paper is collected between April and September in 2001 through an ethnographic case study for a doctoral thesis. Main methods for data collection were, (1). Non-participatory observation at the school (2) Focus interviews with children and parents (Roma and Czech), teaching staff including Romani teaching assistants and other participants involved. (3) Government documents, reports, school inspection reports and articles. Findings and discussion This in-depth case study unveils an extremely complex picture. The findings challenge popular beliefs in some aspects of 'success' of the Romani oriented programmes. While the case study school aimed to promote Romani elements, that was not be necessarily the experience for some fo the Romani parents, their children and Romani teaching assistants. For some Romani parents, this school is only one of the few alternatives to avoid sending their children to special school. The data also contests a stereotypical negative image of Romani parents and children. Too much stress on a 'Romani friendly approach' has created the dilemmas which confronted some teachers. In conclusion, the research addresses the elements needed for the Czech education system.