Spelling competence is an integral part of a good written communication in English. EFL learners,nonetheless, face difficulties in spelling correctly. This study explored the spelling errors of EFL university students in Baluchistan - Pakistan. With a qualitative case study research design, the data were obtained through extemporaneously written essays by a sample of 117 participants analyzing spelling errors through Cook’s (1997) taxonomy focusing the most common types of English spelling errors. The findings ranked four types of spelling errors as: first, omission (37.24percent); second,substitution (31.01percent); third, insertion (25percent); and fourth, transposition (07percent) errors in order of occurrence. The study suggests to pedagogical and curriculum considerations to support learners to cope with spelling errors with a further need to study spelling errors in changing and technology enhanced learning environments.