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The interest in learning the Romanian language as a foreign language at the University of Novi Sad was low until 2011, while the number of students in the initial stages of learning hardly reached five candidates. Interested students were mostly from mixed marriages or Romanians by origin. However, applying different methods and using modern technology in teaching, as well as the fact that the neighbouring Romania has joined the European Union, have led to an increase in the number of candidates. With the increasing number of students, the need for research in the field of learning Romanian as a foreign language has increased at the higher education institutions in Serbia. Bearing all that in mind, the aim of this paper is to offer an analysis of errors concerning the perfect indicative and future indicative in the active voice at the A1 and A2 levels of learning Romanian as a foreign language. The research was conducted on the basis of Selinker's model (1992) for the analysis of errors: sample collection, identification, classification, quantification, describing and explaining the error. Based on research results, noted errors are both intralingual and interlingual. The errors demonstrate how much progress the students have made and in which area, as well as the areas that they still have to work on. In addition, the errors also indicate what should be changed and which topics deserve more attention. We should also pay attention to the linguistic structures which are the source of the greatest number of errors and coordinate the syllabus of the Romanian language as a foreign language with the linguistic aspects that are most frequent in the L2 context. Consequently, we believe that this research could greatly help and facilitate further work in this field, and will show how errors need to be corrected since we know their sources. Moreover, adequate teaching material and efficient teaching techniques on the basis of the presented results could be designed.