This study aims to determine students' mistakes in writing recount text and to find out what causes students to make mistakes in writing recount text. Researchers use qualitative research, especially for case studies. The research subjects were students of class X MIA at SMAN 2 Majene, who used purposive sampling as the sampling method and took one class containing 30 students. Writing tests and interviews as data collection instruments. Writing test is used to determine the extent to which students' abilities in writing recount text and to find out the problems faced by students in writing recount text. The researcher used the writing test instrument using 14 aspects in measuring students' abilities, including singular plural, word form, word choice, verb tense, +Add words, -omit a word, word order, incomplete sentences, spelling, punctuation, capitalization, article, Meaning not clear, and run-on sentences. The results showed that students made error in 11 types, namely singular plural (5 or 3%), word choice (15 or 8%), verb tense (60 or 30%), + Add word (6 or 3%), - Omits word (4 or 2%), word order (3 or 1%), spelling (10 or 5%), punctuation (57 or 29%), capitalization (30 or 15%), article (3 or 1%) , meaning not clear (6 or 3%) This error is seen when students write recount texts, but there are 3 types that students already understand, namely: word form (0%), incomplete sentences (0%), and run-on sentences (0%). These results can be seen when students write recount text. According to the researcher, it can be said that students have not mastered several types used in writing recount texts, this can be seen from the number of errors made by students. The researcher also conducted interviews with several students to find out the difficulties in writing recount texts so that students made many mistakes in writing recount texts. Even though they have been taught before, they are still confused about which one to use when making grammatical sentences. Students are still confused in making an agreement between subject and verb. It could be because in Indonesian there is no agreement between the subject and the verb. Students are still confused whether to use definite articles or not.