CFII (Instrument Instructor) Checkride Prep Guide
Guide to passing the CFII add-on checkride. Focused on teaching instrument procedures — approaches, holds, partial panel, and IFR decision-making. Shorter than the initial CFI but demands deep IFR instructional knowledge.
3-5 hours
Duration
~70%
Pass Rate
FAA-S-ACS-8C
ACS Code
Advanced
Difficulty
Checkride Overview
Format
The CFII (Instrument Instructor) Checkride consists of two parts: an oral examination (ground portion) and a flight test. The oral typically comes first. The Designated Pilot Examiner (DPE) evaluates you against the Airman Certification Standards (FAA-S-ACS-8C (Instrument ACS, taught from right seat)). If you fail one portion, you only need to retake that portion on the recheck.
Duration
Expect 3-5 hours (1-2 hr oral + 1.5-2.5 hr flight). Well-prepared applicants often finish on the shorter end. The DPE can extend the oral if they need to explore areas where you seem weak. Budget the full day — you do not want to feel rushed.
Prerequisites
- CFI Certificate (current)
- Instrument Rating
- Passed the IGI or FII knowledge test within 24 calendar months
- Instructor recommendation for the practical test
Oral Portion — Key Topics
The DPE will cover these areas during the ground portion. The oral is scenario-based — expect questions tied to a cross-country or operational scenario, not isolated trivia.
For detailed oral exam questions and answers, see our CFII Oral Exam Prep Guide.
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Flight Maneuvers & ACS Tolerances
These are the maneuvers the DPE may evaluate during the flight portion. Tolerances are from the FAA-S-ACS-8C (Instrument ACS, taught from right seat) Airman Certification Standards. Practice each until you can consistently fly within these standards.
Teaching an ILS Approach
Maneuver 1Teach a precision approach. The DPE evaluates your ability to instruct on glideslope/localizer tracking, configuration, and DA procedures.
ACS Tolerances
ILS tolerances: localizer within 1 dot, glideslope within 1 dot. Teach while the DPE 'flies' or demonstrate from the right seat.
Teaching a Non-Precision Approach (VOR/RNAV)
Maneuver 2Instruct the DPE (playing a student) on a non-precision approach. Focus on MDA discipline and the missed approach point.
ACS Tolerances
Course within 1 dot, MDA discipline. Teach step-down fixes, timing, and the visual descent point.
Teaching Holding Procedures
Maneuver 3Instruct holding entry and procedures. The DPE will simulate student errors (wrong entry, bad timing) for you to recognize and correct.
ACS Tolerances
Standard-rate turns, altitude +/-100 feet, proper entry. Teach entry determination and wind correction.
Teaching Partial Panel Flying
Maneuver 4Instruct on instrument failures. Cover and teach using limited panel. The DPE evaluates your teaching method for this high-stress topic.
ACS Tolerances
Recover from unusual attitudes and fly approaches without AI and HI. Teach the scan and recovery techniques.
Teaching Unusual Attitude Recovery
Maneuver 5Demonstrate and instruct unusual attitude recovery under the hood.
ACS Tolerances
Proper sequence for nose-high and nose-low recoveries. Teach the 'why' behind each step.
Teaching Missed Approach Procedures
Maneuver 6Instruct on missed approach execution including avionics setup for the miss.
ACS Tolerances
Immediate climb at DA/MDA, fly published missed approach. Teach configuration management and workload prioritization.
Common Reasons for Failure
Based on DPE data and examiner feedback, these are the most frequent reasons applicants receive a disapproval (Notice of Disapproval) on the CFII (Instrument Instructor) Checkride.
Teaching partial panel — many CFII applicants can fly partial panel but cannot effectively teach the scan technique and instrument interpretation to a student
Approach briefing instruction — not teaching the student how to properly brief an approach before flying it
Holding entry instruction — inability to clearly explain the three entry methods and when to use each
Not correcting the DPE's 'student errors' — the DPE will fly poorly on purpose to test your ability to recognize and correct instrument errors
Weak FOI application to instrument instruction — not being able to explain why scenario-based training is effective for IFR students
GPS/WAAS knowledge gaps — not understanding RAIM, CDI scaling on approach, or the difference between LPV and LNAV minimums
Day-of Checklist
Everything you need to bring and prepare on checkride day. Missing a document or having an unairworthy aircraft means the checkride cannot proceed — and you may still owe the examiner fee.
Lesson plans: IFR-specific lesson plans for holds, approaches (precision and non-precision), partial panel, missed approaches
Instrument approach plates: Current plates for all approaches at the checkride airports
Aircraft: IFR-equipped and legal (91.205d), VOR check within 30 days, GPS database current
Personal documents: Photo ID, CFI certificate (current), instrument rating, FII knowledge test results, instructor endorsement
View-limiting device: Bring foggles or hood
Teaching aids: Any diagrams or visual aids you use to teach instrument concepts
Payment: Typically $800-$1,200
Pro Tips from CFIs
The CFII checkride is an add-on — the DPE already knows you can teach. Focus on your IFR instructional skills and knowledge depth.
Practice talking through approaches while flying from the right seat. You need to fly, teach, and monitor simultaneously.
Develop a systematic approach briefing template you teach to every student. Use it during the checkride.
Know the IFR endorsement requirements: the endorsements needed for the instrument knowledge test, practical test, and IPC.
When the DPE simulates student errors in the hold or on approach, correct them promptly and explain the error and the correction. Do not let errors persist.
Be prepared to teach weather decision-making for IFR. DPEs want to see that you will produce safe instrument pilots, not just approach-flying robots.
Sample DPE Scenarios
DPEs use scenario-based evaluation. Practice thinking through situations like these before your checkride.
Student Chasing the Needles
“Your instrument student is on an ILS final and making large, abrupt corrections every time the glideslope moves. They are stable for 2 seconds, then overcorrect again. How do you teach them to fix this?”
Teaching IFR Alternates
“Your student asks: 'Why do I need to file an alternate if the forecast says VFR?' Teach them the alternate requirements and explain the reasoning behind 1-2-3.”
Student Overwhelmed in the Hold
“Your instrument student enters a hold and becomes task-saturated — they forget the timer, drift off altitude, and cannot determine the outbound heading with wind correction. How do you handle this in the airplane?”
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