An intercultural approach in teaching is considered particularly significant in educating Roma students, especially due to frequent prejudices and negative stereotypes, arising from ignorance and misunderstanding of the Roma language and culture. In this context, the role of teacher is in the focus of attention, who, by shaping an intercultural approach in teaching, would open space for diversities that enrich shared learning experiences. Given that the Roma national minority is one of the most vulnerable minorities in all areas of life, including education, continuous research is needed in the national context, with the goal of improving the quality of life for members of the Roma minority. The aim of this research paper is to explain and understand the experiences of subject teachers regarding the intercultural approach in teaching Roma students at the primary education level. The first part of the paper presents the theoretical foundation and defines constructs such as interculturalism, intercultural teaching, school as a place of diversity encounters, and the role of teachers. Furthermore, it outlines the history and context of the Roma national minority in Europe and Croatia (with a specific emphasis on challenges in education) and presents the results of previous research within this thematic framework. For this research, a focus group was conducted in Primary School “Vladimir Nazor” in Pribislavec, where five subject teachers participated. The questions were formulated in accordance with the specific research questions. The results were analyzed and presented using a three-dimensional network, and the experiences of subject teachers can be described as predominantly positive. The teachers understand the importance of their role in the context of teaching Roma students and have developed awareness and understanding of the daily challenges, with the most prominent being a lack of parental support and language barriers. Nevertheless, subject teachers show willingness, openness, and flexibility towards the needs of Roma students and the unique aspects of Roma culture. Furthermore, subject teachers seek to strengthen the intercultural approach within their teaching practices; however, they require additional support and the establishment of a shared support network involving both external and internal participants in the educational process. In accordance with the obtained results, there is a need to conduct further research on the topic of intercultural approach in teaching Roma students at the local, national, and European level.