This study was intended to examine the weaknesses Biology students exhibit when required to make biological drawings of specimen they are presented with. The explanatory sequential mixed methods design was used for the study. The target population was all SHS 3 students offering biology as an elective in Senior High Schools in the Cape Coast Metropolis of Ghana during the 2020/2021 academic year. The accessible population, however, was elective biology students from six schools in the metropolis. A sample size of 230 students was used. An achievement test and an interview schedule were the research instruments used. The KR 20 value for the achievement test calculated after pilot testing was found to be 0.43. Descriptive statistics such as frequencies and percentages were used to analyse the students’ scores on the achievement test, while data from the interview were analysed using themes. Students’ weaknesses were on the provision of appropriate headings, avoiding shading, ruling guidelines without arrowheads, and accuracy of features drawn. It was recommended that biology teachers should ensure that the rubrics of biological drawing are at students’ fingertips by giving lots of drawing exercises, marking and discussing shortfalls with students.