“Cultural discontinuity” describes the discrepancies between the behavioral and learning culture of the students’ home and that of school. With particular reference to the Roma children’s transition to primary school, the study of such cultural disparities is essential to inform relevant intervention programs with regard to Roma students’ high rates of academic failure and early school dropout. The present study focuses on primary cultural patterns (beliefs, practices, etc) within the school and family contexts. The “cultural patterns” approach was considered as the most appropriate one as a basis of a culturally responsive pedagogy and instruction aiming to resolve the gap between these two contexts; a gap that remains implicit during their transactions concerning children’s schooling. Parents and teachers’ beliefs are considered to reflect these cultural patterns and value systems of the family and school context correspondingly.Roma mothers and teachers’ beliefs concerning the six year-old children’s social and cognitive functioning were captured using semi-structured interviews. Qualitative data analyses revealed interesting results that may serve as the basis of a more collaborative and convergent framework for further educational attempts.