The purpose of this study was to analyze the errors made by students solving genetics problems. A sample of 10 non-science undergraduate students was obtained from a private college in Northern New Jersey. The results support prior research in the area of genetics education and show that a weak understanding of the relationship of meiosis to monohybrid and dihybrid cross problems interferes with the ability to develop meaningful solutions. Furthermore, successful algebraic manipulations do not ensure an understanding of gamete genotypes and random segregation of chromosomes is often not understood. (Author)