In this study, the knowledge shown by selected preservice secondary school science teachers of six categories of labelling errors in some biological drawings was investigated using the Errors in Biological Labelling Test developed by the author. The sample consisted of 173 students, in their first, second and third year at Teachers' Colleges in Jamaica which train high school teachers. Of the sample, 56 were males and 117 females. The results indicated that the students displayed a poor knowledge of all the six categories of errors; the females exhibited a significantly better knowledge than the males and, while the first year students had significantly better knowledge of the errors than the second and third year students, there was no significant difference in the knowledge of the errors shown by the second and third year students. An implication of the findings is that in the training of Biology teachers, more attention needs to be given to the basic principles of' drawing and labelling biological drawings.