The present study focuses on mistake analysis in foreign language teaching and considers it as a valuable tool for gaining insights into the learning process of both learners and instructors. The main emphasis is placed on the identification and classification of frequently occurring syntactic mistakes among Egyptian learners in their writing production. To address this research question, 40 written texts by German students from the Faculty of Al-Alsun, on various topics related to writing are analyzed. Writing production, as a significant productive skill in foreign language teaching, lies at the core of this study. The findings from the mistake analysis aim to uncover potential causes of mistakes and deepen the understanding of the writing learning process. Additionally, teacher and student surveys are employed as methods to gain additional insights and perspectives. The objective of this study is to enhance German language instruction in Egypt by providing specific suggestions for mistake therapy. The insights gained aim to address common syntactic mistakes directly and develop appropriate support measures within the learning process. By identifying problematic areas and promoting writing competence, instructors can optimize their teaching methods and facilitate better language development for the learners. Consequently, this study makes a significant contribution to the advancement of German language instruction at Egyptian universities and the promotion of students' linguistic proficiency. The focus on writing production and the integration of mistake analysis with teacher and student perspectives enable a comprehensive approach to improving the language learning process and enhancing learners' language skills.