The purpose of this study was to investigate the types of errors grade 10 students make in solving selected trigonometry problems. Another aim was to understand the origins of these errors that Students make when solving trigonometry problems. Another central purpose of the study was to provide instructional recommendations for addressing the issue. 41 grade 10 Students were selected using multistage sampling, representing 16.67% of the total population, which falls within the acceptable range of 10% to 20% (Gorard, 2021). As an instrument for the measurement process, the Trigonometry Achievement Test (TAT) was used. Descriptive statistics was used for the analysis. Additionally, for categorizing errors, a modified New Man's Error Hierarchy was used to give stages for the mistakes, and an Independent Samples t-test was used to compare errors by gender and Family Total Income per Month. The key findings of the study were that female students made significantly more errors than males (*t(39)=2.0963, *p<0.05) and students with lower Family Total Income Per Month (FTIPM) Committed more errors than those with higher FTIPM with a significance that can be shown numerically (**t(39) = 2.0963, **P<0.05). We recommended using "step-by-step controlled practice (SSCP)". Some targeted actions should be taken to elevate the trigonometry achievement of females and students with lower Family Total Income per Month (FTIPM).