The education of Roma and socially excluded pupils in the Czech Republic has been at the center of all actors involved in the preparation and creation of strategic educational documents for a long time. The current state of educational outcomes of mentioned pupils is only a little effective despite of the expectations of the declared goals. The level of school success of those pupils often depends mainly on the personality of the teacher. His significant role in the context of pupil education is repeatedly confirmed by the results of pedagogical research carried out in this area. Our research focuses on the differences in approaches applied by teachers. We want to compile a holistic picture of school reality describing teachers' approaches to Roma and excluded pupils in primary school education, by using theoretical and empirical analysis of teacher´s approaches. The main accent is put on teacher´s engagement, which we perceive as very important, meaningful and necessary.