This study aims to apply Behaviorist Theory to the analysis of language errors made by Hausa students learning Arabic. Although language teaching and learning have long been subjects of interest, they often lack a scientific framework grounded in applied linguistics. Over time, several theories have emerged to explain how language is acquired, among which the Behaviorist Theory remains one of the most prominent. Drawing on their teaching experience, the researchers observe that this theory can significantly enhance both language teaching and learning processes. The relevance of this study lies in the continued scarcity of applied linguistic data concerning second language acquisition, particularly among Hausa learners. This research adopts a descriptive-analytical approach to explore the types and causes of errors. The findings indicate that the language errors made by Hausa students in learning Arabic include spelling, morphological, and grammatical mistakes - with spelling errors being the most prevalent and obstructive. The study suggests that these errors can be effectively addressed within the framework of Behaviorist Theory.