Why do the Roma people in the Czech Republic often choose practical schools as a place to obtain elementary education? According to research papers, this choice is made for 30 % of the Roma children (Gabal 2009, People in Need 2009). This paper focuses on the comparison of the perspectives of teachers and Roma informants. It analyses school as an institution ensuring the reproduction of culture. As far as the theoretical approach is concerned, the culture is understood as an incorporated habitus, with references to cultural anthropology (M. Mauss 1973), psychoanalysis (S. Freud 1971, J. Lacan), structuralism and postmodern philosophy (M. Foucault 2000). The culture is understood as a dynamic entity that changes as a result of interactions between the individuals that are sharing it and those belonging to another culture. The school can thus be seen as a place where we are required to dispose of our body in a particular way within the framework of a specifically organised space and time (Foucalt 2000). Another perspective is provided by psychoanalysis (the school as a place of instinct sublimation, where stress is put on the skill of writing as the basis of the development of culture and civilisation, Kučera 2010).