The fundamental focus of this research is the observation and analysis of the most frequent graphic errors in the learning of Spanish as a foreign language by students in a formal context, the classroom, and from a corpus of written language. The first global analysis of the study allowed us to observe which errors are the most common, as well as their frequency. The graphic errors are those that refer to punctuation and other signs, tildes, separation and union of words, alteration of the order of the letters, confusion of phonemes, omission of letters, addition of letters, confusion of graphemes for the same phoneme, graphemes and non-Castilian, capital letters. The descriptive study carried out will allow us to present first a quantitative analysis (with figures and percentages) of all the graphic errors observed, as well as some representative qualitative examples. This analysis has allowed us to ascertain which values are the most affected. We have carried out an error analysis based on grammatical category, this being a type of taxonomy that clearly demonstrates the linguistic competence of the student.