In Portugal, as in other European countries, gypsy children remain largely at the margins of the educational system. Their underachievement and the associated dropout rates from school are serious educational issues and factors contributing to their marginalization in society. However, there is limited research qualitatively examining the different ways in which gypsy children think about learning. The current study examined data provided by 26 Portuguese gypsy elementary school children ranging from 9- to 13- years-old. Data analysis presented an outcome space representing the gypsy children’s qualitatively different conceptions of learning. Accordingly with their gypsy culture, these Portuguese students perceived their learning of basic numeracy and literacy skills as important for helping their families selling at fairs. These children indicated that they do not intend to continue studying beyond elementary school as they believe that learning of these basic skills is enough for living as a gypsy. The implications for educational processes and school practices are discussed.
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