The segregation of Roma minors in Slovak education system is an enduring and widespread phenomenon, despite its formal legal prohibition. The purpose of this paper is to critically analyse Slovak education laws and policy developments relating to this issue, and closely examine how the problem is framed and represented in the selected legal measures. By extension, I aim to investigate deeply entrenched societal assumptions from which problem representations derive, their limitations, produced effects, as well as the role of racism and systemic discrimination in the course of its creation. To this end, Bacchi’s ‘What’s the problem Represented to be?’ methodological approach combined with Critical Race Theory was used. Key findings of this study showed, that deeply entrenched prejudicial and racist assumptions underpin the policy-making processes, creating stigmatized category of Roma pupils. Additionally, the issue of segregation is addressed and problematized only vaguely, hampering possible desegregation efforts. And lastly, the focus on Roma children’s placement into mainstream education fails to account for complex problems that Roma face in regular schools.