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In the acquisition of foreign languages, it is a challenge to achieve a near­native level, particularly in academic contexts. This is certainly important in the case of future foreign language teachers, because they are responsible to transfer their knowledge. In this sense, a continuous formation is needed in order to acquire an academic level. However, most of these students finished their university studies without the required language level. In fact, they are not subjected to language proficiency tests, and therefore their writing, speaking and listening levels are poorly known. In addition, the frequency and types of written errors made by university students, beginning teachers of French as a foreign language (FFL), holding a different master’s degree is still unknown. For this reason, the aim of this study was to evaluate and compare the frequency and types of written errors in essays made by Spanish postgraduate students in FFL teacher training holding a master’s degree in French philology or in French translation studies.