Structured, examiner-standard preparation for Instrument Rating, Commercial Pilot, Multi-Engine Instructor, and CFII certification. Every lesson mapped directly to FAA Airman Certification Standards.
Each track is structured around the FAA Airman Certification Standards, with lessons organized by area of operation and task. Pick up where your flight training left off — ground school that matches the real test standard.
For IR Applicants
Comprehensive IFR ground school aligned to the Instrument Rating ACS. Covers preflight procedures, aircraft systems, instrument departures, en route operations, approaches, and emergency operations. Oral and checkride question sets included for every task.
For CPL Applicants
Full commercial ground school covering all areas of operation from preflight preparation through post-flight procedures. Maneuver standards, 14 CFR Part 91/119 regulatory requirements, and commercial decision-making frameworks — all mapped to the Commercial Pilot ACS.
For MEI Applicants
Specialized ground school for multi-engine instructor certification. Covers multi-engine systems, asymmetric flight, Vmc demonstrations, engine-out procedures, and the instructional knowledge required for MEI endorsements and practical test standards.
For CFII Applicants
Advanced ground school preparing CFII candidates to teach instrument concepts, develop lesson plans, and meet FAA evaluator standards. Covers all CFII Areas of Operation including teaching methodology, instrument lesson planning, and DPE evaluation criteria.
Every EGH Aviation lesson follows the same structure — so you always know exactly where you stand against the examiner's standard.
Choose the certificate you're preparing for. Each track is independently structured with no prerequisites between courses.
Lessons are organized exactly as they appear in the ACS — by Area, then Task, then element. No guessing what's testable.
Every lesson explicitly maps to ACS risk (R-codes) and skill (S-codes) elements — the exact standard your DPE uses.
Each lesson ends with examiner-style oral questions and model answers, mirroring the format of a real practical test.
Every EGH Aviation lesson follows this structured format — objective, rules, risk factors, oral Q&A, and ACS element codes.
ACS Reference: FAA-S-ACS-25 · Area II, Task B
To determine that the CFII applicant exhibits instructional knowledge of the elements related to visual scanning and collision avoidance by describing effective scan techniques, explaining physiological blind spots, identifying collision risk cues, and demonstrating understanding of the see-and-avoid concept as required under 14 CFR 91.113.
The applicant must be able to teach these concepts to an instrument student and explain how scanning technique changes during IMC transitions to VMC and vice versa.
Explain the physiological basis for why an aircraft on a direct collision course may not be noticed during a standard instrument scan.
An aircraft on an exact collision course subtends a constant angle on the retina and produces no relative motion. The human visual system is primarily motion-triggered; without apparent movement, the target fails to attract attention. Additionally, the fovea (area of sharpest vision) covers only about 2° of visual field, so peripheral targets may not be detected unless the scan actively places them on the fovea.
What scan technique do you recommend to an instrument student transitioning from IMC to VMC, and why?
I teach a structured "block scan" — dividing the windscreen into sectors and dwelling 1–2 seconds per sector before moving. On IMC-to-VMC transition, I emphasize immediately shifting from panel-prioritized to outside-prioritized scan, verbally cuing the student to "heads up, clear left, clear right" and establishing that collision avoidance responsibility returns fully to the pilot in command when visual conditions are regained.
Under 14 CFR 91.113, which aircraft has the right of way when a powered aircraft and a glider are on converging courses?
The glider has the right of way. 91.113(d) establishes that less maneuverable aircraft have right of way over more maneuverable ones. The order from highest to lowest priority is: balloon, glider, airship, then powered aircraft — converging aircraft must yield to aircraft earlier in the list.
The following ACS element codes from FAA-S-ACS-25 are addressed in this lesson. Your DPE will evaluate performance against these exact elements.
Risk Codes
Skill Codes
"The ACS element code breakdowns alone were worth it. I walked into my CFII checkride knowing exactly which codes the DPE was evaluating on every task. No surprises."
"Coming from a self-study background, I needed something that matched the real oral test format. The Q&A sections are exactly what a DPE asks. Passed my IR oral in under 90 minutes."
"MEI prep was thorough and didn't waste time on basics I already knew. The asymmetric flight and Vmc section is the best written explanation I've found anywhere — textbook or otherwise."
Practical guides, regulatory breakdowns, and technique deep-dives published weekly for advancing pilots.
Most applicants know the ACS exists. Few understand how a DPE actually sequences tasks during an oral, what risk codes they're actively watching for, and why "I'd look it up" is sometimes the right answer. This week's guide breaks down DPE evaluation methodology from the instructor side of the table.
The scan collapses differently for every pilot. Understanding the cognitive failure modes before you're in the sim chair makes partial panel work feel systematic instead of reactive.
Two-way radio failure in IMC is one of the most-tested oral topics and one of the least-understood. Here's the regulatory logic behind the altitude and route rules, and how to explain it to a student in 90 seconds.
There are ten factors that affect Vmc and most applicants can list them. What they can't do is explain why each one either raises or lowers the speed — and that's exactly what an MEI checkride probes.
Holding a commercial certificate doesn't mean you can charge for any flight. Part 119, 135, and 91 carve-outs create a maze of privileges and limitations that every CPL applicant must be able to navigate cold.
Time, Turn, Throttle, Talk, Track. The 5-T method eliminates missed steps during procedure turns and holding entries — and teaching it correctly to students is an examiner signal that you fly with discipline.
DPEs don't just ask if you have a lesson plan — they ask you to justify every element of it. This guide walks through what a passing CFII lesson plan looks like and what evaluators are actually checking for.