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This study aims to identify the barriers encountered in the access of Roma children to education and to offer solutions according to the school administrators’ and teachers’ views. It is conducted with a phenomenological research design. The study group is composed of 24 participants, including 7 school administrators and 17 teachers. Data collected employing semi-structured interviews are analyzed with inductive content analysis. According to the findings, within the framework of Bourdieu’s cultural capital theory, the barriers to Roma children’s access to education are revealed as the structure of the education system, cultural characteristics, and perspective on education. Participants have stated that low expectations from Roma children within the current education system and the formation of Roma Schools are significant barriers to accessing education. These barriers to Roma children’s access to education are seen as a product of deficiencies caused by the family and the student himself. Additionally, neighborhood culture and social learning also prevent Roma children from accessing education. To overcome these barriers, participants suggest that schools should be turned into centers of attraction, flexible education programs should be implemented, and Roma children should be educated in mixed schools. The findings suggest that these barriers are regarded as a product of deficiencies caused by Roma children. [ABSTRACT FROM AUTHOR]