The present diploma thesis focuses on the teachers' experience and perception of English language teaching in socioculturally disadvantaged Roma students. While the theoretical part of the thesis aims to explain the sociocultural disadvantage and describe the specifics of educating socioculturally disadvantaged Roma students with the special attention paid to the language barrier and language learning in these students, the practical part consists of the data analysis of three semi-structured interviews with teachers who have the experience with ELT in socioculturally disadvantaged Roma students. The manner of the present research is qualitative, and the research design used here is Interpretative phenomenological analysis (IPA). The aim of the research is to answer three research questions: what is the experience of teachers with ELT in socioculturally disadvantaged Roma students, what are the specifics of ELT in socioculturally disadvantaged Roma students according to their teachers, and what strategies, tools and support do teachers consider effective for ELT in socioculturally disadvantaged Roma students.