CFI Checkride Guide: Certified Flight Instructor Practical Test

The CFI checkride is one of the most challenging practical tests in aviation, and for good reason. Unlike other checkrides that test flying skills, the Certified Flight Instructor (CFI) practical test evaluates your ability to teach, lead, and create a safe learning environment. It's not just about what you know; it's about how effectively you can transfer that knowledge to the next generation of aviators.

This guide will serve as your roadmap to success on the CFI practical test, breaking down this challenge into manageable components. The insights and strategies are based on Backseat Pilot, founded by Nate, a USAF C-17 instructor pilot, airline pilot, and active CFI who has mentored countless instructor candidates.

This article explores the critical elements that separate successful candidates from those who fall short. These elements include understanding the Airman Certification Standards (ACS), leveraging professional lesson plans, mastering the oral and flight portions, and avoiding pitfalls that derail unprepared candidates. With the right approach, preparation, and resources, passing your CFI checkride is not just possible; it's inevitable.

Why Professional Lesson Plans are Important

Creating comprehensive lesson plans for every ACS task is the most time-consuming aspect of preparing for your flight instructor checkride. Candidates quickly discover they are drowning in FAA handbooks, spending hundreds of hours researching, writing, and formatting materials while worrying about missing critical details or failing to meet the standards in the Aviation Instructor's Handbook (AIH). It's the aviation equivalent of reinventing the wheel, except the wheel needs to meet federal standards.

Understanding the importance of lesson plans is crucial for checkride success. These are not just personal study aids; they demonstrate to the Designated Pilot Examiner (DPE) that you are organized, thorough, and professional. A comprehensive set of CFI lesson plans shows you have a structured, repeatable methodology for teaching any subject, from basic aerodynamics to complex emergency procedures. According to the AIH, lesson plans must meet specific standards for commercially developed materials, including clear objectives, organized content, and measurable outcomes.

Backseat Pilot is the definitive solution to your preparation challenges. Our FAA-compliant lesson plans cover every task in the CFI, CFII, and MEI ACS/PTS. An expert instructor who understands the regulatory requirements and practical realities of flight training created these plans. These editable materials (available in Word, PowerPoint, Pages, Keynotes and PDF formats) are regularly updated to reflect the latest standards and save instructor candidates hundreds of hours of preparation time. This allows you to focus on mastering effective flight instruction.

The CFI ACS and Instructor

The Certified Flight Instructor - Airplane Airman Certification Standards (ACS) serves as the blueprint for your checkride experience. Unlike student-level tests, the CFI ACS focuses on your ability to teach each Area of Operation and Task, not just demonstrate proficiency. Every question from your DPE and every requested maneuver will come from this document, making it essential reading for serious candidates. 

Your CFI checkride consists of two interconnected components to evaluate your instructional competency. The oral examination runs 4-8 hours and serves as an evaluation of your knowledge depth, organizational skills, and teaching methodology. The flight portion, lasting 1.5-2.0 hours, tests your ability to provide effective in-flight instruction while maintaining aircraft control and situational awareness. The DPE evaluates your instructional ability during both phases.

The most important mental adjustment is understanding your new role in the cockpit. You're no longer a student pilot demonstrating maneuvers for evaluation, you're the Instructor and Pilot-in-Command (PIC). This shift means every action must have clear explanations, thorough risk management, and constructive evaluation of your "student's" (the DPE's) performance. The examiner isn't just asking "what" or "how," they're probing deeper: "why is this important," "how would you teach this concept," and "what would you do if a student struggled with this maneuver?"

Mastering the Oral Exam

The oral examination is where most checkrides are won or lost, long before you start the engine. This evaluation tests your aeronautical knowledge and your ability to organize, present, and teach complex concepts clearly. The DPE needs to see a structured, confident instructor before they trust you with an aircraft and their safety.

Part 1: The Fundamentals of Instructing (FOI)

The Fundamentals of Instructing (FOI) represent the theoretical foundation of aviation education, focusing on how people learn rather than what they learn about airplanes. This isn't abstract theory; the DPE will present realistic, scenario-based training situations to test your practical application of these principles. Your responses will demonstrate whether you understand the difference between teaching and talking.

During this FOI checkride, expect detailed questions covering these six essential Tasks:

• Effects of Human Behavior and Communication on the Learning Process: Understanding elements of human behavior (motivation, human needs, defense mechanisms), learner emotional reactions (anxiety, stress, impatience), teaching adult learners, and effective communication including barriers and communication skills development.

• Learning Process: How people acquire new skills and knowledge, including learning definitions and theories (behaviorism, cognitive theory), laws of learning, domains of learning (cognitive, affective, psychomotor), characteristics of learning, scenario-based training, memory and retention, transfer of learning, and managing learning plateaus.

• Course Development, Lesson Plans, and Classroom Training Techniques: The teaching process and essential skills, course development, lesson preparation with performance-based and decision-based objectives, training delivery methods (lecture, demonstration-performance, guided discussion, etc.), use of instructional aids and technology, integrated flight instruction, and problem-based instruction.

• Student Evaluation, Assessment, and Testing: Purpose and characteristics of effective assessment, traditional and authentic assessments, choosing appropriate assessment methods, types of critiques, oral assessment techniques, and assessing piloting ability and risk management skills.

• Elements of Effective Teaching in a Professional Environment: Aviation instructor responsibilities (helping learners, providing adequate instruction, training to standards), flight instructor qualifications and professionalism, professional development, and instructor ethics and conduct.

• Elements of Effective Teaching that Include Risk Management and Accident Prevention: Teaching risk identification, assessment, and mitigation; risk management tools (PAVE checklist, FRATs); when and how to introduce risk management; managing risks during flight instruction including common flight instruction hazards, best practices, and integrating ADM/CRM/SRM throughout training.

The evaluator must select Tasks E and F (the two professional/risk management tasks), plus at least one other Task for initial flight instructor applicants.

Task E: Elements of Effective Teaching in a Professional Environment

• Aviation instructor responsibilities (helping learners, providing adequate instruction, training to standards, emphasizing the positive, minimizing frustrations)

• Flight instructor responsibilities including supervision and surveillance during training

• Flight instructor qualifications and professionalism

• Professional development

• Instructor ethics and conduct

Task F: Elements of Effective Teaching that Include Risk Management and Accident Prevention

• Teaching risk identification, assessment, and mitigation

• Teaching risk management tools (PAVE checklist, Flight Risk Assessment Tools)

• When and how to introduce risk management

• Risk management teaching techniques by phase of instruction

• Managing risk during flight instruction (common risks, best practices, special considerations for takeoffs/landings)

• Aeronautical Decision-Making (ADM) including CRM/SRM

These are the two mandatory tasks for all initial flight instructor applicants. The evaluator must test you on both of these, plus at least one other task from the Fundamentals of Instructing section (Tasks A, B, C, or D).

Part 2: Teaching Technical Subjects

During the oral exam, the DPE will select tasks from the ACS and say, "Teach me about [topic]." This is where your preparation shines or falls apart. The examiner will role-play various student personalities (the overconfident "know-it-all," the nervous first-timer, or the confused student) to evaluate how effectively you adapt your teaching approach to different learning needs.

Your lesson plans serve as the roadmap for these instructional presentations, providing the structure and confidence to deliver clear, comprehensive lessons under pressure. The DPE may ask you to teach concepts like slow flight aerodynamics, airspace classifications, or weight and balance calculations. Each presentation must demonstrate your mastery of the technical content and pedagogical skills to transfer that knowledge effectively.

Success lies in treating each topic as a real lesson, not a knowledge dump. Engage your "student," check for understanding, use visual aids, and provide practical applications. The DPE has heard dozens of presentations on these topics. What sets you apart is your ability to make complex concepts accessible and engaging.

Tips for Oral Exam Success

• Organize Your Binder: Create a professional checkride binder with labeled tabs for every ACS task, including lesson plans, reference materials, and visual aids. This organization demonstrates your professionalism and preparedness to the DPE.

• Know Your Sources: Be ready to cite the authoritative source for every statement, such as "Regulation in 14 CFR 61.195" or "POH Chapter 2, Limitations". This shows scholarly rigor and builds examiner confidence.

• Use Visual Aids: Enhance your presentations with whiteboards, model aircraft, or professional slide presentations. Backseat Pilot's pre-made PowerPoint decks provide polished visual aids that make complex topics more understandable and memorable.

• Teach, Don't Recite: The DPE wants an engaging educator, not a human handbook. Ask questions, check for understanding, and adapt your presentation based on feedback like with a real student.

• It's Okay to Say "I Don't Know": When faced with an unfamiliar question, respond professionally: "That's an excellent question. I'm not certain, but we can find the authoritative answer in [specific reference]. Let's look it up together." This demonstrates intellectual honesty and proper decision-making over ego.

Flying and Teaching from the Right Seat

The flight portion represents the practical application of everything demonstrated during your oral exam. Your challenge is proving you can manage the aircraft safely, perform maneuvers to ACS standards, and provide effective real-time instruction. Add the complexity of flying from the right seat, where everything feels different, and you'll understand why thorough preparation is essential.

Setting the Stage: Briefings and Risk Management

Effective instruction starts on the ground. The DPE will evaluate your pre-flight briefing and how you set the stage for the flight. This should include the lesson objectives, the maneuvers you'll practice, the overall plan and sequence, student and instructor expectations and responsibilities, positive exchange of flight controls procedures, altitude and airspace considerations, and practical application of risk management frameworks like PAVE (Pilot, Aircraft, enVironment, External Pressures) and IMSAFE (Illness, Medication, Stress, Alcohol, Fatigue, Emotion).

You'll also conduct a before takeoff brief. This briefing focuses specifically on takeoff procedures, and what actions will be taken for different emergencies at different phases of the takeoff and initial climb.

Your briefings should be thorough but concise. Remember, you're not just briefing the DPE; you're demonstrating how you would brief any student before a lesson. This is your opportunity to establish yourself as the professional, safety-conscious instructor the DPE wants to see.

In-Flight Instruction: "Demonstrate, Supervise, Evaluate"

Successful teaching requires mastering the demonstration-performance method of instruction for the cockpit environment. Develop a consistent "Demonstrate, Supervise, Evaluate" approach for any maneuver or procedure. This method ensures nothing important is missed while providing clear structure for your instruction.

For teaching steep turns, start with the demonstration phase. Say, "I'll demonstrate first. Notice how I start with clearing turns to check for traffic. Now I'm rolling into the turn. Passing about 30 degrees of bank, I start increasing back pressure to maintain altitude because we're losing vertical lift as the wings bank. I'll also add a touch of power to counter the increased induced drag and maintain airspeed. As I continue rolling to 45 degrees and increase the back pressure, you can feel the load factor increase, that's the increased elevator pressure creating more total lift. This also increases our stall speed, so we need to be cognizant of airspeed in any high load factor maneuver like this. As we hold the bank, you'll start to notice the over-banking tendency. The outside wing is generating more lift than the inside wing, which tries to steepen our bank. So I'll apply the opposite aileron to maintain 45 degrees of bank."

During the student performance phase, provide guidance and observe. Say, "Decent entry, but you added back pressure a little later than we want and we lost about 50 feet. What caused that? Exactly, back pressure is required to replace the vertical lift we lose as we bank the aircraft. Start introducing that back pressure earlier, closer to 30 degrees of bank. The steeper the bank, the more back pressure required to maintain altitude. Let's try another one, focusing on anticipating that need for back pressure as you roll through 30 degrees."

This approach shows your ability to break down complex maneuvers into teachable components, provide real-time feedback, and guide student learning through constructive analysis rather than simple criticism.

Expect the Unexpected: Scenario-Based Training (SBT)

Your CFI checkride won't be a series of isolated maneuvers performed in a vacuum. Modern flight training emphasizes scenario-based training where maneuvers are integrated into realistic situations. Your examiner will create scenarios to test your ability to make sound instructional decisions while prioritizing student safety and learning objectives.

Example Scenario: Imagine you're teaching ground reference maneuvers when you notice the oil pressure gauge showing a gradual decrease.

If this were a real emergency: Teaching stops immediately. At low altitude during ground reference maneuvers, you cannot afford to be instructional - the engine could quit at any moment. The instructor takes the aircraft and handles the situation. You can debrief and teach on the ground after you've landed safely.

As a checkride scenario (simulated at safe altitude): Handle this using the MATL acronym taught by the Air Force and referenced in Backseat Pilot lessons:

• Maintain Aircraft Control - Return to straight-and-level flight or establish a straight climb to gain altitude and distance from terrain

• Analyze the Situation - What do you see, hear, and feel? Oil pressure decreasing, possible engine roughness, gauge readings

• Take Proper Action - Apply the ABCs:

• Airspeed: Establish best glide speed

• Best landing spot: Point the airplane toward the airport or a suitable landing area

• Checklists: Execute the Low Oil Pressure checklist (may include reducing power, preparing for potential emergency landing)

• Distress call: Communicate emergency if time and conditions permit

• Land - Complete the emergency landing if necessary

As you work through MATL and the ABCs, narrate your decision-making process for the examiner, demonstrating both your emergency handling skills and your ability to teach these procedures systematically.

Top 5 CFI Checkride Failure Points (and How to Avoid Them)

Learning from others' mistakes is less painful than making your own. Here are the common reasons candidates fail their CFI practical test:

1. Inadequate or Incomplete Lesson Plans: Candidates arrive with disorganized materials, cannot locate critical information quickly, or present CFI lesson plans missing essential elements from the ACS. This is often due to inadequate or incomplete lesson plans. To avoid this, invest in professionally developed, comprehensive lesson plans from Backseat Pilot that meet all FAA requirements. This will allow you to focus on learning to teach rather than creating documents.

2. Weak FOI Knowledge: These candidates can explain technical aviation subjects but fail to apply fundamental teaching principles. They lecture rather than engage, offer harsh criticism instead of constructive feedback, or fail to recognize different learning styles. Avoidance: Study the Aviation Instructor's Handbook thoroughly and practice teaching friends, family, or fellow pilots, focusing on how you teach, not just what.

3. Failure to Control the Lesson: Candidates allow their "student" (the DPE) to lead them off track, create unsafe situations, or derail the planned lesson objectives. They forget they are both the PIC and the instructor with ultimate responsibility for safety and learning. Avoidance: Practice assertive instruction and maintain situational awareness. Remember, being a good instructor means saying "no" to student requests that compromise safety or learning objectives.

4. Flying Below ACS Standards: While small deviations are acceptable in evaluating student performance, CFI candidates must consistently meet or exceed ACS tolerances for all maneuvers. Repeated failures to maintain standards suggest inadequate proficiency. Avoidance: Know the ACS tolerances and practice extensively from the right seat until meeting standards becomes second nature.

5. Forgetting to Teach: This is the most common and avoidable failure mode. Candidates execute perfect maneuvers while saying nothing, forgetting the DPE is role-playing a student requiring instruction throughout the flight. Avoidance: Develop the habit of constant communication. Explain what you're doing, why, what the student should observe, and common errors to avoid.

Conclusion

Passing your CFI checkride represents more than earning another certificate. It demonstrates your commitment to professionalism, organization, and teaching aviation. The journey requires a mindset shift from pilot to educator, demanding technical proficiency and the ability to inspire, guide, and develop the next generation of aviators.

While the challenge is significant, becoming a CFI opens doors to rewarding aviation experiences. There's satisfaction in watching a nervous student pilot gain confidence, helping a seasoned pilot master a new skill, or knowing your instruction contributes to aviation safety every time a former student makes a good decision in the cockpit.

Success is built on preparation, and preparation is efficient with quality resources. Backseat Pilot's comprehensive lesson plan packages handle the administrative burden of materials development, allowing you to focus on becoming an exceptional flight instructor. With diligent study, proper preparation, and the right mindset, you can approach your checkride with the confidence and competence of a true aviation educator.