This study explored how children with cerebral palsy describe competent performance in everyday activities and sought to better understand the processes by which the children developed competence. Five children with cerebral palsy aged six to 17 years participated in a three-step procedure that included two observations, one semi-structured interview with narrative elaboration, and one cognitive interview. Three factors influenced the competence of children in this study: the environment--people, places, and objects; the quality of the activity--fun and importance; and the child's personal characteristics--strengths and impairments. The process of building competence was characterised by practice and problem-solving. The outcome of this process was being competent or "doing lots of things". Children played an active role by problem-solving impairment-related challenges or environmental barriers. "Doing" was not related to the child's skills or level of independence, but to engagement in activities considered fun and important to the child. (Contains 1 table and 1 figure.)