Errors are not just mistake or carelessness, but the results of systematic strategies which are constantly applied to problem solving. Consequently, to identify error patterns means to provide the opportunities for grasping and making correction the false strate-gies, which may be helpful to enhance the children s whole number operation perfor-mance. Numerous researchers have studied on the error patterns, and based on the results, error patterns could be classified as follows: basic facts errors; procedure errors; regrouping errors; place value errors; errors associated with 0 and(or) 1. Although these error patterns were overlapped with whole number operation characteristics of children with learning disabilities, the patterns were originally derived from children without dis-abilities and furthermore, children with learning disabilities might have much more diffi-culties in performing whole number operation. Thus, it might be unreasonable to apply the patterns to them without much concerns. This study was to offer the basic data to identify the error patterns of children with learning disabilities which might be making their whole number operation performance better. To serve this purpose, 1) the definition and the causes of error were outlined, 2) typical error patterns in whole number operation were discussed, and 3) some considerations were suggested when collecting data for analysing more correctly the whole number operation errors of children with learning disabilities.