This study aimed to describe the oral reading errors and their causes among Arab students who completed the Turkish A1 level. The research was conducted using the document review method. The study group consisted of five Arab students who completed the Turkish A1 level. To collect data for the study, the Arab students in the study group were asked to read aloud at the end of the level and audio recordings were made. These audio recordings were analyzed using descriptive analysis to reveal the students' oral reading errors and their causes. The research results indicated that at the end of the Turkish A1 level, students generally made errors such as sound substitution and omission/swallowing, and sometimes errors such as adding sounds, repeating, spelling, reading incorrectly, foreign words, and reversing. It was revealed that the students made sound substitution errors by using the sounds “a/e-e/a, a/ı, e/ı, e/i-i/e, ı/i-i/ı, o/u, ö/o, u/ü-ü/u” and “b/p-p/b, ç/c, g/c, ğ/k, ğ/y, h/ğ, h/p, k/g, n/r, s/ş, ş/j, v/w, z/s” interchangeably when reading aloud. In addition, it was observed that the students made the mistake of skipping/swallowing the sounds “a, e, ı, i, u” and “d, ğ, h, l, n, r, t, y” when reading aloud. It was also observed that the students made the mistake of adding the sounds “a, e, ı, i, o, ö, u” and “ğ, m, s, y” when reading aloud. However, it was revealed that students incorrectly read the morphemes "(ı)n, -ki, -l(e)r" when reading aloud. It was also determined that students made prompting errors. Accordingly, it can be said that students who have completed the Turkish A1 level have serious difficulties in correctly producing and distinguishing vowels and consonants in oral reading. Consequently, it is recommended that textbooks include more activities on articulating and distinguishing Turkish sounds, and that different pronunciation techniques be used in classes to address the oral reading errors of Arab students.