Examiner reports from six major UK exam boards published between 2017 and 2025 are analysed using a mixed-methods thematic analysis. Focusing on questions relating to gravity, the objective is to understand where students commonly drop marks. Findings reveal that the source of difficulty is dependent upon topic and question style. Mathematical errors account for the majority of lost marks in calculation-type questions, while a lack of conceptual understanding commonly results in lost marks on questions relating to fields, energy and gravitational potential. Pedagogical strategies for teaching gravity must emphasise algebraic skills for orbital mechanics topics while prioritising qualitative modelling and precise definitions for field theory.