Though the case of D.H. and Others v. the Czech Republic was the first European litigative decision that highlighted the problem of school segregation of Roma children, little to no policies have been implemented by the Czech Republic to remedy the problem. National policies have shown to be ambiguous in nature, with their application diluted and ineffective. In order to examine the process of desegregation after D.H., a study on the local level must be conducted. The town of Krnov has been considered as an example of "good practice" when it comes to the desegregation of its primary schools and integration of Roma students. This study seeks to examine the perceptions of primary school teachers towards their Roma students in the context of desegregation and inclusion practice to determine, through the lens of critical race theory, if and how such perceptions may be reflected in the policy initiatives for integration and inclusion on the local level. The experiences of the Roma in Europe and African Americans in the United States have been paralleled due to their similar histories of slavery, ongoing discrimination in their respective countries, and in their attempt to utilize litigation to instill social change. Critical race theory, as an American theory, was first applied in the context of black-white race relations in the country, emphasizing the presence of race and racism in all aspects of society. Similarities in the Roma and Black American experiences demonstrate the theory's potential in being applied to the European context with Roma. In order to examine the perceptions of primary school teachers towards their Roma students in the context of desegregation and inclusion, semi-structured interviews were conducted at all four schools in Krnov, with informal conversations with administrators and tutors. With critical race theory as the guiding framework, the responses were analyzed to determine the extent to which teachers' perceptions reflect inclusive policy initiatives.Though the case of D.H. and Others v. the Czech Republic was the first European litigative decision that highlighted the problem of school segregation of Roma children, little to no policies have been implemented by the Czech Republic to remedy the problem. National policies have shown to be ambiguous in nature, with their application diluted and ineffective. In order to examine the process of desegregation after D.H., a study on the local level must be conducted. The town of Krnov has been considered as an example of "good practice" when it comes to the desegregation of its primary schools and integration of Roma students. This study seeks to examine the perceptions of primary school teachers towards their Roma students in the context of desegregation and inclusion practice to determine, through the lens of critical race theory, if and how such perceptions may be reflected in the policy initiatives for integration and inclusion on the local level. The experiences of the Roma in Europe and African Americans in the United States have been paralleled due to their similar histories of slavery, ongoing discrimination in their respective countries, and in their attempt to utilize litigation to instill social change. Critical race theory, as an American theory, was first applied in the context of black-white race relations in the country, emphasizing the presence of race and racism in all aspects of society. Similarities in the Roma and Black American experiences demonstrate the theory's potential in being applied to the European context with Roma. In order to examine the perceptions of primary school teachers towards their Roma students in the context of desegregation and inclusion, semi-structured interviews were conducted at all four schools in Krnov, with informal conversations with administrators and tutors. With critical race theory as the guiding framework, the responses were analyzed to determine the extent to which teachers' perceptions reflect inclusive policy initiatives.