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FAA Flight Instructor Helicopter Knowledge Test Practice Test

The FAA Flight Instructor Helicopter Knowledge Test (FRH) concerns aeronautical knowledge and instructional judgment for helicopter flight training. The available practice material touches on lesson briefings, rotor-speed limits, student attention, sectional-chart airspace, confined-area operations, collision avoidance, approach visual scans, rotor-system yaw, pressure altitude, and fitness for flight.

Exam overview

Exam providerFederal Aviation Administration
Exam codeFRH
CategoryAviation

About the FAA Flight Instructor Helicopter Knowledge Test Exam

Helicopter instruction calls for connecting aerodynamic principles to what a student observes and controls. A conventional single-main-rotor helicopter tends to yaw as collective pitch changes because the resulting change in main-rotor torque affects the aircraft’s yaw tendency; students need to understand the applicable control response. Instructors also explain how pressure altitude relates to aircraft performance and why published rotor-speed limits matter. Practical teaching decisions include selecting a safe route for a confined-area hover taxi, maintaining traffic awareness near an active airport, and directing a student’s attention back to an approaching hazard. Lesson briefings, visual scanning during approaches, chart interpretation, and assessment of fatigue all support safe, clear flight instruction.

Sample Practice Questions

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

Question 1

For helicopter instructional planning, what is the main value of a thorough preflight briefing?

  1. AIt aligns the instructor and student on objectives, procedures, risks, and expected actions
  2. BIt guarantees that no abnormal event will occur during the flight
  3. CIt replaces the need to inspect the aircraft
  4. DIt allows the instructor to omit postflight review
Show answerCorrect answer: A

A briefing establishes shared expectations, clarifies the lesson’s objectives and procedures, and supports risk management. It does not replace aircraft inspection or guarantee that an abnormal event will not occur.

Question 2

When explaining helicopter rotor limitations to a student, why is it important to remain within the manufacturer’s published rotor-speed range?

  1. ARotor speed affects rotor-system performance and structural loads, so operation outside limits may compromise safety.
  2. BRotor speed affects only cabin comfort and has no bearing on flight capability.
  3. CThe published range is advisory and may be exceeded whenever power is available.
  4. DRotor speed matters only during autorotation, not during powered flight.
Show answerCorrect answer: A

Rotor speed is a critical operating parameter. Deviations can affect lift, control, and loads on the rotor system; pilots must observe the applicable aircraft limitations and procedures.

Question 3

During a lesson, the student’s attention is outside the cockpit and the helicopter is approaching a hazard. What should the instructor do first?

  1. AGive a clear, timely control instruction or take control to avoid the hazard.
  2. BWait until after the maneuver to mention the hazard.
  3. CAsk the student to identify the hazard before giving any direction, regardless of distance.
  4. DRecord the event without interrupting the lesson.
Show answerCorrect answer: A

Immediate safety takes priority over uninterrupted student practice. The instructor should communicate clearly and intervene as necessary to maintain safe separation from hazards, then discuss the event when appropriate.

Question 4

A student is studying helicopter sectional-chart airspace. What is the purpose of a dashed blue line around an area on a sectional chart?

  1. AIt depicts the boundary of Class D airspace
  2. BIt marks a published helicopter autorotation area
  3. CIt shows the boundary of a restricted area in every case
  4. DIt identifies a mandatory route for all helicopters
Show answerCorrect answer: A

On U.S. sectional charts, Class D airspace boundaries are generally depicted with dashed blue lines. Pilots should consult the chart legend and current aeronautical information for applicable details and requirements.

Question 5

During a lesson, the instructor demonstrates a coordinated hover taxi in a confined area. Which consideration should guide the choice of route?

  1. ASelect a route that preserves clearance from obstacles and allows a safe alternative if the maneuver cannot be completed.
  2. BChoose the shortest route, even if it passes close to obstacles, to minimize time in the area.
  3. CMaintain a constant heading regardless of wind or obstacle placement.
  4. DKeep the helicopter as low as possible so obstacles are easier to judge.
Show answerCorrect answer: A

A safe route accounts for obstacle clearance and an available way to stop or reposition if needed. The shortest path is not necessarily the safest, and aircraft-specific procedures and conditions matter.

Question 6

A student is planning a lesson near an airport with active traffic. Which practice best supports collision avoidance?

  1. AMonitor appropriate communications and maintain an active visual scan, following applicable airspace and airport procedures.
  2. BRely on radio calls alone because other aircraft are required to announce every movement.
  3. CFocus on the student’s flight instruments and assume traffic will remain outside the practice area.
  4. DAvoid looking for traffic while maneuvering, because visual scanning can distract from aircraft control.
Show answerCorrect answer: A

No single tool guarantees traffic awareness. Appropriate communications, compliance with applicable procedures, and an effective visual scan work together to reduce collision risk.

Question 7

When demonstrating a normal approach to a landing area, what should an instructor emphasize about the pilot’s visual scan?

  1. AKeep attention fixed on the intended touchdown point throughout the approach.
  2. BAlternate between the intended landing area and the surrounding environment to monitor alignment, closure, and hazards.
  3. CLook primarily at the rotor tachometer until the helicopter is near the ground.
  4. DUse peripheral vision only, because looking directly at the landing area disrupts the approach.
Show answerCorrect answer: B

A useful visual scan combines the landing reference with the surrounding area. This helps the pilot judge approach path and closure while remaining alert to obstacles and changing conditions.

How to use this practice test

Access is free. The practice bank contains 50 published questions, with up to 20 selected at random for a session. After answering, review the session results to identify missed concepts—such as rotor-system behavior, chart interpretation, or instructional decisions—and focus further study on those areas.

Preparation tips

  • Explain how increasing collective pitch changes main-rotor torque and can produce yaw in a conventional single-main-rotor helicopter.
  • Use helicopter performance materials to connect pressure altitude and rotor-speed limits with safe operating decisions; distinguish published limitations from instructional technique.
  • Practice interpreting sectional-chart airspace boundaries, including dashed blue lines, and relate chart information to local traffic and collision-avoidance planning.
  • Rehearse a confined-area hover-taxi briefing that covers route selection, visual references, hazards, and the student’s attention management.
  • Prepare a short approach lesson that teaches a continuous visual scan, and include how fatigue or reduced concentration should affect the decision to proceed with training.
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