The purpose of this research was to determine if recognizable error types exist in the work of preservice teachers required to create story problems for specific fraction operations. Students were given a particular single-operation fraction expression and asked to do the calculation and then create a story problem that would require the use of both the expression and calculation to answer the story problem. Distinct error types, determined by mathematical and grammatical characteristics, were identified by the researchers. These error types were then used to analyze an additional set of work samples to determine frequency rates of error types. Future research will involve evaluating the efficacy of specific instructional methods with the goal of reducing the frequency of certain error types.