The purpose of this paper was to present a picture of the extent of the five most recurrent pronunciation errors made by Swedish learners of English. In addition, these errors lead to a decrease in intelligibility. The errors discussed in this paper are as follows: /v/_/w/, /j/_/dZ/, /dZ/_/j/, /z/_/s/, /tS/_/S/. In order to present this picture I conducted a survey at an upper secondary school where twenty-one third grade students were recorded while performing three different reading tasks i.e. sentences, a wordlist, and minimal pairs. The results of this survey show that the students tend to replace unfamiliar phonemes by familiar phonemes. However, in contrast, the familiar phoneme /v/ tended to be replaced by the unfamiliar phoneme /w/, a tendency probably due to hypercorrection. Furthermore, the extremely high error frequency for the substitution of /s/ for /z/ might be regarded as a fossilised familiar substitution. Moreover, /S/, /dZ/, and /v/ had an error frequency around 30% and /tS/ 48%. Thus, the typical Swedish pronunciation errors surveyed in this paper occurred quite frequently among the subjects. In conclusion, the results of this survey point at the importance of negative feedback which is necessary in order to make the students aware of their mispronunciations. Consequently, the results bring the role of the teacher into focus and, hence, some questions arise: Do native Swedish teachers give feedback on these phonemic distinctions? Are teachers actually aware of these phonemic distinctions themselves and if they are, do they consider them important to master, and if so, how important?