V pričujoči diplomski nalogi obravnavamo romske učence, s posebnim poudarkom na romskih učencih v Osnovni šoli Kuzma in romskih učencih v Prekmurju, ki so vključeni v projekt Dvig socialnega in kulturnega kapitala v okoljih, kjer živijo predstavniki romske skupnosti. V teoretičnem delu diplomske naloge smo predstavili Rome kot posebno etnično skupino in predstavili njihovo kulturo, predvsem pa so nas zanimali Romi v Prekmurju. Posebej smo se osredotočili na romske učence v osnovni šoli. Pregledali smo zakonske akte, navodila in strategije osnovnošolske zakonodaje za romske učence, predstavili dejavnike, ki vplivajo na učno (ne)uspešnost romskih učencev in se osredotočili na različne oblike učne pomoči, ki jih izvajajo šole. V empiričnem delu je predstavljena raziskava, ki zajema študijo primera, kot raziskovalni tehniki sta bila uporabljena intervju in anketni vprašalnik. Predstavljeni so štirje romski učenci, ki so vključeni v osnovnošolsko izobraževanje. Prikazana stališča strokovnih delavcev omenjene šole, stališča romskih staršev o izobraževanju njihovih otrok ter stališča, želje in načrti za prihodnost romskih učencev. Namen in cilj empiričnega dela je tako prikazati, povezati in primerjati stališča vseh pomembnih subjektov, ki so kakorkoli vključeni v proces vzgoje in izobraževanja Romov. Študija primera razkrije konkretne težave romskih učencev kot so poglobljene težave pri slovenskem jeziku, matematiki in tujih jezikih. V nadaljevanju ugotavljamo, da strokovni delavci šole pri romskih učencih navajajo sledeče vzroke za učne težave: slab šolski obisk, slabe učne navade in nespodbudno okolje ter poudarjajo, da so individualne oblike dela tiste, ki omogočajo boljše vzgojno-učne rezultate teh učencev. Na drugi strani starši opozarjajo, da niso preveč zadovoljni z dosežki svojih otrok in kot vzroke za učne težave navajajo slabo motivacijo za šolsko delo in premalo vloženega truda. Izkazalo se je, da ti starši svojim otrokom pri šolskem delu ne pomagajo bodisi, ker ne znajo, ali pa, ker menijo, da mora otrok delati sam. Analiza odnosa staršev in strokovnih delavcev šole je pokazala, da imajo le-ti dober, odnos strokovni delavci pa dodajajo, da pri teh starših pogrešajo iniciativnost. Vsi omenjeni so z izvajanjem učne pomoči na domu zadovoljni in poudarjajo, da le-ta prinaša napredek v boljšem razumevanju učne snovi, opravljenih domačih nalogah in tudi v boljših šolskih ocenah. This diploma work investigates Roma pupils with special focus on those attending primary school Kuzma and those Roma pupils in Prekmurje region, who are a part of the project The Rise of Social and Cultural Capital in the Environments with Representatives of Roma Communities. Theoretical part of this work presents the Roma as an individual ethnical group and investigates their culture, while the main focus is put on the Roma primary school population in the Prekmurje region. We reviewed legal documents, instructions and strategies of the primary school Roma legislation, presented factors which influence the learning (in)efficiency of the Roma children and focused on various forms of learning assistance, organized by schools. The empirical part presents a research with the case study, where we used an interview and a questionnaire as research methods. It presents four Roma pupils who are a part of the primary school education. It also presents points of view of professional staff of the mentioned school, viewpoints of Roma parents about education of their children and standpoints, wishes and plans for the future of Roma pupils. Purpose and goal of the empirical part is to present, link and compare the standpoints of all important subjects who are included in the process of Roma education one way or another. Case study reveals concrete problems of Roma children, such as great difficulties with Slovenian language, mathematics and foreign languages. Further on we discover that professional school staff alleges the following causes of learning problems: skipping school, bad learning habits and non-stimulative environment. They emphasize that individual ways of work are those that enable better pedagogical and learning results of these children. On the other hand parents emphasize how they are not satisfied with achievements of their children and as main causes of their learning problems indicate bad motivation for school work and not enough effort put in the work itself. It turned out that these parents do not help their children with learning, either because they do not know how to help them or because they think the child must work alone. Analysis of relationship between parents and professional school staff revealed that it is satisfactory, while representatives of the professional staff expose how they miss parents’ initiative. All mentioned groups are satisfied with learning assistance at home and they emphasize how it brings incredible progress in doing homework, understanding new learning material and getting better school grades.