The Roma ethnic minority is one of the largest ethnic minorities in Europe and amongst the largest in Croatia. The process of their assimilation into a dominant society is complex and often not accepted by many due to stereotypes and prejudices. Amongst the most affected are Roma children who simultaneously have to adjust to a new culture and a new language. In this study, the goal was to examine what factors influence the process of language integration and management in children of the Roma ethnic minority attending elementary schools. The analysis of semi-structured interviews with pupils and teachers working in an elementary school show that the process of language integration in schools depends on the learner’s personal attitudes towards the language, influence of the family domain, and the socialization process children go through in both formal and informal contexts. Additionally, analysing the data has made it clear that teachers must adjust curricula in order to accommodate children of ethnic minorities and help them with majority (official) language acquisition. Considering the fact that language rights of ethnic minorities in educational institutions are well defined but often poorly applied, further large-scale research is necessary to determine what should be done to better implement these rights and improve the status of Roma minority members in society and therefore school.