UUS Practice Tests⌕ Search
Aviation · AFA

FAA Flight Instructor Airplane (Added Rating) Knowledge Test Practice Test

The FAA Flight Instructor Airplane (Added Rating) Knowledge Test (AFA) concerns the aeronautical knowledge and instructional judgment used when teaching airplane students. Practice questions sample lesson preparation, learner assessment, checklist instruction, flight-control explanations, crosswind taxi technique, weight-and-balance effects, and recognizing fatigue that may affect safe learning.

Exam overview

Exam providerFederal Aviation Administration
Exam codeAFA
CategoryAviation

About the FAA Flight Instructor Airplane (Added Rating) Knowledge Test Exam

Effective airplane instruction requires translating aerodynamic principles into clear explanations and observable student actions. Learners may need to understand rudder use in coordinated turns, adverse yaw during aileron input, and how load position changes center of gravity and handling. Instructors also plan lessons around a learner’s existing knowledge, identify where added support may be needed, and check whether ground instruction transfers to practical application. During flight training, they demonstrate control positioning for conditions such as a strong crosswind and reinforce checklist use as a deliberate cockpit procedure. Instructor judgment includes noticing when fatigue or reduced concentration could compromise learning or safety, then responding appropriately rather than pressing ahead. These tasks connect subject knowledge with communication, demonstration, learner evaluation, and risk-aware decisions.

Sample Practice Questions

Review a selection from this exam's published US Practice Tests practice bank.

Question 1

A student is learning to taxi in a strong crosswind. What should the instructor emphasize when demonstrating control positioning?

  1. AUse the control positions appropriate to the wind direction, following the aircraft’s guidance
  2. BKeep the control wheel neutral at all times to avoid overcontrolling
  3. CApply full aileron into the wind regardless of wind direction or taxi direction
  4. DUse rudder only because ailerons have no effect during taxi
Show answerCorrect answer: A

Control positioning during taxi depends on wind direction and the aircraft’s configuration. The instructor should demonstrate the applicable technique using the aircraft’s approved guidance rather than a one-position rule.

Question 2

Before an instructional flight, an instructor candidate reviews the planned lesson and identifies where the learner may need extra support. This is primarily an example of what?

  1. APlanning instruction around learner needs
  2. BReplacing the lesson objective with an informal conversation
  3. CAvoiding assessment until the end of training
  4. DDelegating the instructor’s teaching responsibility to the learner
Show answerCorrect answer: A

Considering the learner’s needs when planning instruction helps the instructor select an appropriate pace, examples, and practice activities while retaining the lesson objective.

Question 3

When teaching a student to use a checklist, which practice best supports both learning and safe cockpit procedure?

  1. AHave the student read and complete each applicable item in the manner specified by the checklist
  2. BEncourage the student to memorize the checklist and stop using it after the first lesson
  3. CAllow the instructor to complete all checklist items while the student observes
  4. DUse the checklist only when the student is uncertain about aircraft control
Show answerCorrect answer: A

Using the checklist as designed reinforces procedural discipline and helps ensure required actions are not omitted. Memorization can aid familiarity but does not replace checklist use.

Question 4

A learner is explaining the purpose of an aircraft’s rudder during a coordinated turn. Which description is most accurate?

  1. AIt helps control yaw and coordinate the airplane with the turn
  2. BIt directly controls the airplane’s pitch attitude
  3. CIt replaces ailerons as the primary control for bank angle in normal turns
  4. DIt controls engine power by changing propeller pitch
Show answerCorrect answer: A

The rudder controls yaw about the vertical axis. In a normal coordinated turn, rudder is used as needed with ailerons to manage yaw and keep the airplane coordinated; elevator primarily controls pitch and ailerons primarily control roll.

Question 5

A learner asks why an airplane tends to yaw opposite the direction of aileron input when entering a turn. Which explanation is most accurate?

  1. AThe raised wing always produces more induced drag than the lowered wing
  2. BThe descending aileron increases lift and drag on its wing, contributing to adverse yaw
  3. CThe rudder automatically deflects opposite the ailerons
  4. DThe horizontal stabilizer creates a yawing moment during roll
Show answerCorrect answer: B

A downward-deflected aileron generally increases lift and drag on that wing. The resulting drag difference tends to yaw the airplane opposite the direction of roll, which is adverse yaw; coordinated rudder counters it.

Question 6

During a flight lesson, a student reports feeling unusually tired and has difficulty concentrating. What is the instructor’s most appropriate response?

  1. AContinue with the planned lesson because the student is already airborne
  2. BSimplify the lesson and continue if the student can still control the airplane
  3. CAssess fitness to continue and, if safety may be affected, discontinue the instructional flight
  4. DAsk the student to drink water and begin a more demanding maneuver
Show answerCorrect answer: C

Fatigue can degrade judgment, attention, and coordination. The instructor should reassess risk and stop or modify the flight when the student’s condition could compromise safety.

Question 7

After a ground lesson, which instructor action best helps determine whether the learner can apply the material?

  1. AAsk the learner to summarize the main ideas and use them in a new example
  2. BRepeat the lesson word for word without questions
  3. CEnd the lesson as soon as the planned time has elapsed
  4. DProvide additional facts without checking comprehension
Show answerCorrect answer: A

Having the learner explain and apply the material provides evidence of understanding beyond simple repetition. It also helps the instructor identify points that need review.

How to use this practice test

The free practice set draws up to 20 random questions from the available 50-question AFA bank. Submit a session to see results, then use missed or uncertain items to identify concepts to revisit, such as flight-control effects, lesson planning, learner assessment, or weight and balance.

Preparation tips

  • Explain how rudder coordinates a turn and how adverse yaw can occur when ailerons initiate a turn; distinguish the two effects clearly.
  • Work through weight-and-balance examples that change load location while holding load weight constant, and relate the resulting center-of-gravity shift to handling.
  • Practice describing control positioning for taxiing in a crosswind, including how the instructor would demonstrate and verify the learner’s technique.
  • For a sample lesson, state the learner’s prior knowledge, likely support needs, and an observable way to assess whether the learner can apply the material.
  • Prepare a response to a learner showing fatigue or poor concentration that prioritizes safe continuation decisions and learning readiness.
Official sourceOfficial exam page ↗