This paper analyses learners' common errors in simplifying algebraic problems. 102 Grade 10 learners from three rural schools in South Africa participated in the study. Following a quantitative approach, content analysis of learners' responses to algebraic tests revealed that while learners commit several errors in algebraic problems, encoding and transformation errors were the most prominent. These errors are mainly due to the inability to utilise correct methods, misapplication and overlooking algebraic rules, and failure to provide final answers to problems. The study highlights the need for remedial intervention, which has implications for improving mathematics teaching and learning.