Starting from the international definition of CP, this chapter addresses problems connected to the clinical classification, starting from the fact that such a complex problem cannot be addressed from a single point of view. It is necessary to combine motor, perceptive, and participation aspects. The distinction proposed by SCPE between palsy localization (bilateral vs monolateral) is questioned because it does not allow measurement gained by re-educational treatment. Even the attempt to distinguish different clinical forms through pattern analysis encounters precise limits. The possible presence of dyspraxia appears to be a “hidden” problem and too often overlooked. The essential element for the possibility of suitable re-educational treatment is the ability to learn motor skills, even if in different ways. Motor skills learned must be preserved (maintained) and applied in new and different contexts and tasks (progress). From a perceptive point of view, attention/neglect problems must be distinguished from those of pleasure/intolerance. Finally, from the intentional perspective, in order to retain what has been taught, it is necessary that re-education treatment is “seasoned” with pleasure.