The purpose of the study was to explore students’ error in learning trigonometry. The samples were 100 students who  were  final year students preparing to write the 2017 West African Senior School Certificate Examination (WASSCE) in the Central region of Ghana. The Mathematics Achievement Tests (MAT) and Trigonometrical Diagnostic Test (TDT) were used as the instruments of this study that included two components:   the use of formula and right-angled method. Diagnostic interview was also used to identify the level at which students’ errors occur in solving problems involving trigonometry. The type of errors is based on Newman Error Hierarchy Model that includes reading type error, comprehension, transformation, process skill, encoding error and carelessness. The findings of the study showed that most students make error in process skill and transformation irrespective of the method used in solving trigonometry problems. There was no error found in students’ reading skills. The number of students who made encoding error and carelessness was relatively low. The students’ error in solving trigonometry problems was due to their weaknesses in basic arithmetical operations. The implication of the study was highlighted and recommendations were made based on the findings.

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