Error in science is a prime occasion to teach the nature of science, especially the central feature of tentativeness. Error types also reflect corresponding methodologies of science, critical for practicing science and (in a context of scientific literacy) analyzing its claims. Effective efforts in teaching about error will ideally be informed by earlier educational perspectives and a schema for inventorying and organizing error types. Approaches using student-directed inquiry have limits, whereas guided-inquiry historical case studies seem appropriate vehicles. On a larger scale, one may also envision a prospective learning progression on successively deeper understandings of error in science. Sample case studies and opportunities for further reading are identified. (Contains 3 tables and 6 footnotes.)