The article highlights historical and pedagogical aspects of the development of realsecondary educational institutions that functioned in the territory of the Subcarpathian Rus (1919-1939). After World War I the Czechoslovak Republic undertook a commitment to arrangeTranscarpathia as an administrative unit entitled the “Subcarpathian Rus”. The situation withUkrainian schools in the Subcarpathian Rus was very poor. Only two town schools wereUkrainian. In spite of the language chaos in the land, Rus (Ukrainian) town schools started to be setup and Hungarian ones started being re-organized. In the 20ies – 30ies in the Subcarpathian Rus asthere appeared real national secondary schools (real grammar schools) in which students weremainly Ukrainians. In real grammar schools with their utilitarian nature of the content of educationthere could be traced the growth in the number of students due to improved access to thoseinstitutions. However, gradually, the trend towards Czechization could be traced, a number offorms with Czech as the language of teaching were opened. The Academy of Sciences in Prague,having researched the language issue, decided that the language the “Subcarpathian Rus people”were speaking was identical to the Ukrainian language of the Halychyna people, thereforeUkrainian was acknowledged to be the language of teaching at Ukrainian real grammar schools.All in all, as of 1933 Ukrainian real grammar schools in Berehovo, Khust, Mukachevo andUzhhorod had 46 forms, parallel Czech units in Khust, Mukachevo and Uzhhorod had 20 forms,parallel Hungarian units in Berehovo had 12 forms, the reformed Jewish grammar school inMukachevo had 8 forms. In total there were 9 secondary schools.