The paper gives an overview of Roma, Gypsy and Traveller (RGT) educational exclusion in the European Union and seeks to provide insights into good practice through case studies focusing on Bulgaria and the UK. The paper makes a case for the promotion of collaborative relationships, where RGT communities are active partners in developing curricula and decision-making in school. It is argued in the paper that such action needs to be made in tandem with interventionist and redistributive policy frameworks at the national and European level.