The aim of our empirical research is to investigate the conditions of the use of robotics in education and the attitudes of students towards robotics. Our research questions were (1) what are the typical conditions (infrastructure, institutional) for teaching programming, including robotics, and (2) what students' attitudes towards robotics-related activities are like. In relation to the first question, we assumed that the infrastructure related to robotics differs from institution to institution. For the latter question, we hypothesized (H1) that students have positive attitudes towards robotics regardless of age (personal technology identity, curiosity), and (H2) that positive attitudes towards its use for learning purposes decrease with age. We conducted our research using an online questionnaire; we measured the context of robotics education using a self-developed questionnaire and students' attitudes using the RAAS 2015 (Robotics Activity Attitudes Scale) developed by Cross et al (2016). The survey was conducted in five primary schools in a Budapest school district, involving only students studying Digital Culture (grades 3, 5, 6 and 7; N=162). The preliminary results of our ongoing research seem to confirm our assumptions; in the institutions studied, the infrastructure related to robotics education (e.g. number and type of robots available), the conditions of teaching the subject (number of hours, grouping), the possibilities of extracurricular robotics education were different. Despite the fact that robotics is taught in all grades of the Digital Culture subject, nearly 10% of the students reported not having used any block-based programming platform. Students' attitudes towards robotics were positive, which did not differ across the grades studied.