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Learning English as a second language faces one of its greatest challenges in the correct use of prepositions, due to the lack of direct correspondence with Spanish and sociocultural factors that condition their application. This research aims to analyze the most frequent errors in the use of prepositions by Latin American speakers, identifying the causes of negative transfer and proposing pedagogical strategies to strengthen English teaching in Panama. A qualitative and documentary approach was employed, through a systematic review of scientific literature, institutional reports, and empirical studies conducted in Latin America, Asia, Europe, and the Middle East. The findings indicate that negative transfer, polysemy, and differences in spatial-temporal conceptualization are the main causes of error, limiting students’ textual coherence and communicative accuracy. Likewise, explicit instruction, the use of linguistic corpora, and contrastive approaches were identified as effective strategies to reduce recurrent errors and foster metalinguistic awareness. In summary, the study shows that prepositional errors constitute a global problem, but in Panama they acquire special relevance due to the need for advanced communicative competencies for academic and professional mobility. It is recommended to consolidate educational policies that integrate innovative methodologies and specialized teacher training, to optimize English teaching and promote the integration of students into an increasingly interconnected world.
