The study investigated teacher knowledge of error analysis in differential calculus. Two teachers were the sample of the study: one a subject specialist and the other a mathematics education specialist. Questionnaires and interviews were used for data collection. The findings of the study reflect that the teachers’ knowledge of error analysis was characterised by the following assertions, which are backed up with some evidence: (1) teachers identified the errors correctly, (2) the generalised error identification resulted in opaque analysis, (3) some of the identified errors were not interpreted from multiple perspectives, (4) teachers’ evaluation of errors was either local or global and (5) in remedying errors accuracy and efficiency were emphasised more than conceptual understanding. The implications of the findings of the study for teaching include engaging in error analysis continuously as this is one way of improving knowledge for teaching.