The aim of this paper is to show that the Latin cases should be treated in a semantic way, instead of the usual more syntactic one. In order to do so, the paper wants to answer the following research questions: What meaning do the cases convey? Is the cases function known to Latin learners? Are the cases presented in a meaningful way by grammar and school books? Firstly to answer these questions the gist and purpose of grammar will be outlined. Secondly, the nature of cases and their role in language will be discussed as well as the Latin cases scrutinised by looking at how they are presented in various grammar books. Thirdly, the questions how we learn, store and should teach language/grammar will be answered. Fourthly, Latin school books will be analysed and compared with each other using the findings of the previous chapters. Eventually, the author presents own methods of how to teach the Latin cases in a semantic and meaningful way. A survey conducted for this paper shows that students were quite unfamiliar with the crucial function of the cases concerning the Latin language. Moreover, taking all the findings into account, the initial thesis of an effective semantic approach to the Latin cases can be proved, at least in theory. Latin cases should be learnt and taught combining their meaning, form and pragmatics.