This article aims to identify common errors made by hearing students learning South African Sign Language (SASL) and enhance the understanding of language acquisition in this context. The researchers formulated three hypotheses, attributing errors to vocabulary gaps, misunderstandings due to improper signing, and the dual impact of spoken and signed languages on learning SASL. The study's theoretical framework integrates information processing theory, the monitor model, and transfer theory in language acquisition, emphasizing the role of the first language. Using a quantitative research paradigm, the study involved ten fourth-year students in an SASL learner class, using video recordings for data collection. The researchers followed strict ethical guidelines. Data analysis revealed forty-seven deviations among seventy-one signs, categorized into five groups, focusing on error patterns rather than individual signs. The investigation sheds light on SASL as a second language with a visual modality (L2M2), emphasizing the impact of mistakes and using signs in conveying meaning. In particular, the study highlights issues such as incorrect phonological parameters, sign replacements, wrong signs/versions, pointing, and improvised signs. Educationally, the study is valuable for L2M2 educators, offering insight into students' challenges and emphasizing specific problem areas. The findings contribute significantly to understanding the complexity of SASL acquisition, helping educators refine teaching strategies to improve learning outcomes.