The education of Roma and socially excluded pupils has been at the center of interest of strategic educational documents in the Czech Republic for a long time. Despite of the expectations of the declared goals, the current state of educational outcomes of mentioned pupils is only a little effective. The school success of these pupils often depends mainly on the personality of the teacher, whose role in the context of pupil education is confirmed by the results of pedagogical research realized 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 pedagogical approaches. The main accent is put on pedagogical engagement, which we perceive as very important, meaningful and necessary.