This is a multiple-case study that examines the teaching of literacy skills to primary school pupils with cerebral palsy in special schools in Kenya. It focuses on pupils experiencing functional motor limitations involving speech and hand use. These pupils have varying degrees of challenges in terms of their learning ability. This calls for variations in both instructional strategies and the set up of the learning environment aimed at addressing the needs of each pupil. The study looks at how much these strategies and the learning environment are individualized and adapted to suit the special needs of each pupil. This is what is referred to in this paper as “individualized instructional strategies and learning environment”.The study took place in two special primary schools for children with physical disabilities and two petö classes (special units for children with cerebral palsy). Four teachers participated in the study and each teacher was a case.It is demonstrated by the study, some significant similarities and variations in the way the four teachers individualized and adapted the instructional strategies and the learning environment for learners with cerebral palsy. This is demonstrated in the methods, differentiated activities and the materials used; the physical classroom organization and the quality of the emotional learning atmosphere. The study shows that in the petö classes the instructional strategies and the learning environments were individualized and treated the learners with cerebral palsy as heterogeneous groups while those in the grade three tended to be more homogenous. The study therefore, suggests that teachers should be trained on how to individualize and adapt their teaching of pupils with cerebral palsy through refresher courses. The teachers’ training should include a package on basic teaching of reading and writing skills to beginning readers with cerebral palsy and how to make the classroom environment child friendly.