The Roma national minority is one of the most numerous, but also the most vulnerable national minorities in the territory of the Republic of Croatia. The Roma population is marginalized in all aspects of their lives - from living conditions that are inhumane in most cases, employment where in most cases they are discriminated against "just because they are Roma", a position in society that is mostly unfavorable. Even in terms of education, the Roma population is not in a better position. Although numerous strategies have already been implemented in Croatia and are being implemented to improve educational opportunities for Roma children, they are still undergoing an education system with poorer achievements compared to other students. That is why the first chapter is dedicated to the Roma national minority, including their cultural characteristics, social and economic determinants that are important for understanding the context of the Roma population. As part of this, a large part is dedicated to the education of Roma in Croatia, with special reference to the challenges that are present at all levels of education. Accordingly, school plays a major role in the entire process of education Roma children, especially teachers who are involved in their education from early age, increasing emphasis is placed on intercultural competence of teachers which is crucial in the context of education of other cultural students minorities - Roma national minority. Therefore, the second chapter is dedicated to the intercultural competence of the teacher, the characteristics of the interculturally competent teacher and the ways in which it can be improved. That is why there is a need for this research which aims to examine how primary school teachers self-assess mastery of intercultural competence in working with students belonging to the Roma national minority, since in this paper intercultural competence is seen as one of the possible factors to address identified challenges in Roma education.In the empirical part, the results are obtained by quantitative research - the method of online survey questionnaire on a sample of 61 teachers, 8 men (13,1%) and 53 women (86,9%), aged 25 to 65, from 7 primary schools in the Primorje-Gorski Kotar County. It was found that there is no statistically significant difference in the intercultural competence of teachers with regard to length of service, gender, share of Roma students in the total number of students, whether the school has or does not have Roma teaching assistants and whether or not teachers participated in in-service training for improving work with the Roma population. Almost all respondents rated their competencies very highly based on the statements from the questionnaire related to their intercultural competence, which can be attributed to giving socially desirable answers, overestimating their own competencies or the actual intercultural competence of teachers. These results show that all teachers are assessed as interculturally competent to work with Roma students, but on the other hand Roma students still face many challenges in education and achieve poorer educational achievements compared to other students, which is a significant indicator of the presence of problems and the existence of “holes” in the education system when it comes to the Roma national minority.