Education systems across national contexts continue to overlook the wider sociological aspects regarding the education of Gypsy / Roma children, and indeed, children from other minority and marginal groups. However, successful engagement with education systems depends on improved understandings of the processes of integration, assimilation and acculturation, and of the outcomes of schooling for children from such groups. What impact does education have on community membership and on social and cultural identity? What is the impact of greater engagement with education on subsequent lifestyle and working patterns for Gypsy / Roma children? How are aspirations changing across generations? This paper explores these issues with reference to the experiences of other marginalised groups, and is informed by findings from a recent research project in Cornwall, UK, with Roma youngsters.