The first objective of this study is to identify the types of errors made by students in their ESL writing. The second objective is to compare the types of errors (overall, spelling, mechanics, grammar, coherence, sentence structure and lexical) in descriptive writing, according to gender. The third objective is to explore an ESL teacher?s views on how to minimize students? errors in their ESL descriptive writing. This descriptive study has used the QUAN-qual model whereby the quantitative data was collected using a descriptive writing test while the qualitative data was collected through a faceto-face interview with the ESL teacher. The sample of this study comprised 102 senior one students (47 males and 55 females) from a Chinese private school in Kuala Lumpur. The findings from quantitative data revealed that female students made significantly less errors than male students in their overall writing, spelling, grammar, sentence structures and lexical items. However, the difference in errors between male and female students in the area of mechanics and coherence was not significant. The findings of the qualitative data support the quantitative findings which indicate that students made most errors in the areas of grammar and sentence structures. On how to minimize students? errors in writing, the teacher opined that giving more exercises in grammar and sentence construction can enhance students? writing skills. This study therefore has crucial theoretical, pedagogical and practical implications for both ESL students and teachers alike.