In Grade 11, the content area of trigonometry receives a 35% weighted in Mathematics Paper 2. As a result, pupils' lack of knowledge of trigonometry principles has an impact on their mathematical success rate. The goal of this study was to determine the problem, the concept(s), and the errors that learners made when solving trigonometric general equations. There are certain types of errors made by learners when resolving trigonometric equations, causes and methods of using this information to structure instructional interventions. The study was designed to find out how mathematics students in Grade 11 learn trigonometric identities in general solution. This study was based on qualitative approaches, the case study method framed within an interpretive paradigm was used. The trial was based on the principles of mathematical skills in Kilpatrick, the case study methods are framed within an interpretive paradigm and used. The results of this case study showed that students understand the basics. Those identities were trigonometrically and could prove that they were using the unit circle. The results also showed that students have challenges in applying trigonometric identified algebraic manipulations. The unit circle was a tool for developing trigonometric identities, mathematical conceptual and procedural understanding. The use of knowledge of other subjects was considered crucial when teaching trigonometric identities in general solution. Recommendations for how to deal with learner error in the resolution of trigonometric equations are explored in this study.

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