This study aims to identify the orthographic features that present particular difficulties to English native speakers learning Korean as a foreign language at two Australian universities; to classify those orthographic errors in terms of their type and frequency; and to provide possible explanation for the cause of those problematic orthographic features. Although it falls outside the primary aim of this study, a brief discussion is offered for pedagogic strategies to be used in the second language learners' spelling. The subjects selected in this study are 60 2nd and 3rd Year university students. The data used in this study comes from written examination papers administered at the two universities. Out of 182 papers in total, 130 papers were selected for analysis. In all, 949 misspelled items were selected and analysed. In terms of frequency, there were three most frequent error types including ae for e or e for ae. The study identifies more than 40 active error types in spelling and presents five patterns of error type.