Background: Children having cerebral palsy usually experience feeding difficulties which may have a significant impact on their health. Nano teaching helps the learner to acquire knowledge through an ongoing process without requiring a lot of time commitment. Purpose: To assess the effect of Nano teaching strategies on feeding difficulties among children having cerebral palsy. Design: A quasi-experimental research design was utilized (pre and post design). Setting: Wogod Center and EL Mogamma EL Teby AL Shamal at Shebin El-Kom City. Sample: A purposive sampling of fifty children with cerebral palsy and their mothers. Instruments: four instruments were utilized. Cerebral palsy mothers knowledge Questionnaire, Mothers' practice regarding feeding children with cerebral palsy, Children's Observational Assessment Record and Eating & Drinking Ability. Results: There was an improvement in both mothers′ knowledge and practice posttest and follow-up tests than pretest. Also, there were reductions in mean scores of feeding difficulties in post and follow-up tests as compared to pretest (2.80 ± 1.51, 9.80 ± 1.45 & 12.02 ± 1.52 respectively). Conclusion: implementing Nano teaching strategies had a great influence on improving feeding difficulties of children having cerebral palsy. Recommendation: Conducting periodic in-service educational training involving new teaching methods as Nano teaching for mothers having CP children to enhance their knowledge, practice and improve feeding difficulties of their children.