Considering data from a research project with two Gypsy communities (2010-2012) in South West England, this article explores issues of education and identity. The two communities have contrasting experiences within the education system. Informed by inter-disciplinary perspectives on identity and assimilation theories, the article explores these experiences within the wider context of the researcher's work with Romani communities over the past two decades, exploring the impact of schooling on cultural identity and group membership. Questions are raised about theories concerning hybrid and multiple identities. Finally, the author emphasizes the need to acknowledge the heterogeneity of minority groups in formulating policy.