In Austria, the Roma, who consist of several sub-groups, are comprised of two main populations: the Roma national minority and Roma immigrants. While there is insufficient research concerning the educational situation of Roma in general and in particular on the situation of Roma pupils with an immigrant background who, for the most part, descend from the Balkan states, a variety of factors indicate that these pupils frequently underachieve in education. Research and experiences gained through in-service teacher trainings conducted as part of the multilateral EU project INSETRom show that existing measures to foster Roma inclusion need to be improved.   This presentation will focus on results from qualitative research conducted in Viennese schools. The question of how to adequately address the needs of teachers, parents, and pupils in order to improve educational participation and outcomes was examined by means of semi-structured interviews, participant-observation, and group discussions. Empirical evidence will be presented on the effects of (1) awareness enhancement for teachers and schools pertaining to Roma identity, culture, and language, of (2) improvement of teachers’ understanding of cultural, social, and structural factors that influence the schooling of Roma students, and of (3) the involvement of members of Roma communities in schools, in after-school learning programmes, and in teacher trainings.