This paper examines the experiences of minority students from two different cultural groups, immigrant children of Pontian background and indigenous minority children of Roma descent, in the Greek-Cypriot educational system. Through a joint re-examination of results from two different qualitative studies, this paper delineates similarities and differences of how life at school is experienced through the eyes of children who are not part of the mainstream, in an effort to gain insight into the nuances of being a minority child in the specific educational system. Comparisons across the two groups of children suggest that although both groups shared a minority status, they nonetheless experienced marginalisation across different dimensions that were linked to their dual multilayered position as both insiders and outsiders. Attention to such complexities enables us to gain deeper understandings of children's lives, as too often the category of "minority child" seems to be treated as a monolithic and homogeneous one. (Contains 5 notes.)