Roma school enrolment, attendance, attainment and dropout rates emerged as ‘hot’ issues in the Greek-Cypriot educational system after travel restrictions across the demarcation line were eased in April 2003 and Turkish-speaking Roma resided in the south.  This study reports on a research study undertaken with the framework of the INSETRom project. Data from semi-structured interviews, collected from Roma pupils, their parents and their teachers in the three schools attended by the largest numbers of Roma children in the Greek-Cypriot educational system, indicated the marginalization of Roma despite official policies of non-segregation and employment of supportive measures.  Teachers, all of Greek origin, raised issues related to Roma children motivation, absenteeism, and school adjustment; from their part, Roma parents and children reported bullying, language difficulties and social isolation.  Data suggest that for Roma education to become more inclusive there is a need for adequate teacher training that will aim at enhancing teachers’ understanding of Roma history and culture and enabling teachers to respond to the challenge of teaching in multicultural classrooms where manifestations of discriminatory attitudes are apparent.  The study outlines contextual and methodological directions for the design of such training, leading to needs-based interventions in curriculum development, classroom management and teacher-parent communication.