This study reviews the literature on error patterns in mathematics among students with mathematics difficulty. We analyzed and synthesized the findings from 17 studies, focusing on the characteristics of error analysis studies, the mathematics topics examined, and the specific error patterns identified. The results revealed the following: (a) the criteria used to identify mathematics difficulties and the coding processes varied; (b) the mathematics topics investigated encompassed fractions (including fraction computation and representation), problem-solving, and general computation; and (c) a variety of common error types were identified across these mathematical domains. Implications for practitioners and researchers were discussed.