What to Do After Failing a Type Rating Checkride

Knowing what to do after failing a type rating checkride can be difficult when you are tired, disappointed, and unsure what happens next. Start by getting a clear account of the result, then work with the appropriate instructor or evaluator to turn feedback into a specific training plan. An unsuccessful attempt is a setback, but a structured response helps you focus on the skills that need attention.

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What should you do first after an unsuccessful checkride?

Give yourself time to settle before making decisions. When you are ready, write down what you remember while the event is fresh: the areas discussed, tasks that felt difficult, and any guidance you received. Keep the notes factual. Separate what the evaluator explicitly said from your own interpretation. That distinction will help you avoid building a plan around a guess.

Ask the evaluator or training organization to explain the outcome and the applicable next steps. Clarify which records or documents you should review, whether additional training is expected, and who has authority to determine the next evaluation arrangements. Procedures can depend on the training context, applicable rules, and employer policy. Do not assume that a process described by another pilot applies to your case.

• Confirm exactly which maneuvers, knowledge areas, or decision-making tasks need work.
• Ask what the evaluator observed, rather than trying to infer it from one moment.
• Find out who will coordinate further instruction and any subsequent evaluation.
• Ask what records you should keep and where communications should be sent.
• Write down any deadlines or prerequisites the responsible organization gives you.

For general perspective on checkride performance and responding to errors, the Aircraft Owners and Pilots Association’s checkride discussion describes the importance of recognizing and correcting errors. Use the feedback specific to your evaluation as the guide for your own plan; general advice cannot establish your eligibility or required next steps.

How can you turn checkride feedback into a useful plan?

Translate each comment into a small, observable training objective. “Be more confident” is too broad to guide a practice session. A more useful objective could be to explain a system limitation accurately, maintain a consistent procedure through a defined sequence, or verbalize the cues that should trigger a decision. Confirm the objective with your instructor so you are working toward the standard that applies to your training.

A feedback-to-practice table helps prevent vague goals. It is a planning aid, not a substitute for the evaluator’s instructions or approved training materials.

Prioritize the items that matter most to safe, consistent performance and that the evaluator or instructor identifies as needing attention. For each item, write down the starting point, the practice activity, and the evidence that would show improvement. For example, if a procedure broke down when workload increased, do not simply repeat it at the same pace. First practice the sequence deliberately, then add workload in a controlled way with instructor guidance. The aim is to understand and perform the task, not to memorize one scripted run.

After a practice session, record what changed and what still needs work. If the same error returns, stop and ask why. The cause may be a misunderstood system concept, an unclear trigger, an ineffective scan, or a technique that has not become reliable. A useful plan addresses the underlying cause rather than adding repetitions without a reason.

How should you prepare for additional training?

Before training, review your notes and the current aircraft materials that the instructor identifies as applicable. Mark questions instead of filling gaps with assumptions. Bring the appropriate documents, and ask which manuals, procedures, and standards govern the session. If you are preparing for a Boeing 737 evaluation, the Boeing 737 type rating program information describes the academy’s related training offering, but it does not replace individual instruction or establish the plan for a particular evaluation.

Prepare a short agenda with the instructor before a session. State the performance area you want to address, summarize what you think happened, and ask the instructor to confirm or correct your understanding. Agree on what the practice will include and what standard you will use to judge it. A clear briefing helps keep the session focused and makes the debrief more useful.

During practice, ask for a short briefing on the objective and expected standard. After each repetition, discuss what happened, why it happened, and what you will change next time. If a task is stable in isolation but breaks down when combined with other tasks, tell the instructor. The next practice step may be to combine tasks gradually rather than repeat the isolated version indefinitely.

Helpful preparation habits include:

• Use current, approved reference materials and follow instructor guidance.
• Practice explaining the reasoning behind a procedure, not only reciting a sequence.
• Write down corrections immediately after a session and revisit them before the next one.
• Protect sleep and arrive ready to concentrate; fatigue can make focused learning harder.
• Ask for clarification when the desired standard or next step is unclear.
• Leave time to review the debrief and prepare questions instead of scheduling practice so tightly that reflection disappears.

Training-center processes differ. A Part 142 environment has its own training structure, and pilots should verify how their specific course, evaluation, and records are handled. Read this overview of Part 142 training for background, then confirm case-specific requirements with the responsible provider or authority. The overview is context, not a determination of what your particular result requires.

How can you measure progress without guessing at readiness?

Progress is easier to discuss when you use evidence instead of impressions. After a practice activity, note whether you completed the task as briefed, which cues you recognized, and where the instructor identified a remaining gap. Compare that record with the objective, not with a vague sense that the session “felt better.” This gives you a more useful basis for deciding what to practice next.

Consider a simple three-part review after each session:

1. What was the objective? Write down the specific task or behavior that the session addressed.
2. What happened? Record observable details, such as a missed verification step or a timely correction after a cue.
3. What comes next? Agree with the instructor whether to repeat, vary, combine, or move on from the exercise.

This approach also helps you identify patterns. If several sessions show that the same error appears only under higher workload, that is more actionable than a general note that performance was inconsistent. Share the pattern with the instructor and ask how to address it within the training plan. Do not use your own tracking sheet to overrule an instructor’s assessment or the formal process.

Readiness for another evaluation is not a decision to make from a fixed number of practice hours or from one strong repetition. The responsible instructor, evaluator, training provider, or employer should explain the applicable standard and process. Ask what must be demonstrated, who makes the decision, and how the next evaluation is arranged. Keeping those questions together can prevent confusion about whether training completion, scheduling, or authorization is still pending.

What should you clarify with your employer or training provider?

If the checkride is connected to an airline or employer, contact the designated training manager or chief pilot as directed by company policy. Ask about scheduling, documentation, any required remedial training, and how the event affects the next stage of training. Keep the conversation professional and direct. Do not promise a timeline or outcome until the responsible organization confirms it.

If you are arranging training independently, ask the provider what instruction is available, how it aligns with your identified needs, what prerequisites apply, and what materials you should bring. For broader context on the distinction between ATP-CTP and aircraft-specific training, see the academy’s guide to ATP-CTP training and its ATP-CTP and B737 training overview. These programs serve different purposes, so confirm which one fits your situation rather than assuming one substitutes for another or resolves a checkride outcome.

Before making a commitment, make a short list of questions and get the answers from the person responsible for your case:

• What additional instruction, if any, is expected before another evaluation?
• Who will confirm that the training objectives have been addressed?
• Which documents or records should be available for the next step?
• Does the provider or employer have a process or schedule you need to follow?
• Who should you contact if the written feedback and your understanding do not match?

When you speak with a provider, explain the aircraft and training context, what feedback you received, and what you have already done to address it. Avoid sending sensitive records unless requested through the appropriate channel. A concise, factual account makes it easier for the provider to identify what information is still needed without implying that a particular course guarantees a result.

How can you manage stress and keep perspective?

An unsuccessful checkride can feel personal, but treat it as information about performance in a particular evaluation. Avoid comparing your outcome with another pilot’s story; their aircraft, circumstances, standards, and training pathway may differ. Focus on what is documented and what you can improve. A result deserves careful attention, but it does not by itself answer every question about your future career.

Talk with a trusted instructor or mentor who can help you sort actionable feedback from frustration. Set a practical study routine, take breaks, and make room for rest. If stress is interfering with sleep or concentration, consider seeking appropriate support. A calm, organized approach makes it easier to absorb instruction and demonstrate progress.

It can help to separate immediate decisions from longer-term decisions. First, complete the administrative steps and understand the feedback. Next, follow the agreed training plan and review progress. Only after you have confirmed the relevant process should you assess broader career or scheduling questions. This sequence reduces the chance of reacting to incomplete information.

What should you avoid doing after failing a type rating checkride?

• Do not conceal or misrepresent the result to an employer, evaluator, or training provider.
• Do not assume the evaluation can be repeated immediately or that the same process applies everywhere.
• Do not practice procedures from memory when current approved guidance is available.
• Do not make major career decisions while reacting to the initial disappointment.
• Do not treat general online advice as a substitute for direction from the responsible evaluator, instructor, or authority.
• Do not treat a single improved repetition as proof that every identified objective has been met.

Instead, document what you know, ask questions, and follow the applicable process. If you need to compare training options, the academy’s about page provides background on its training center, while the contact page is the direct route for asking about a specific situation. The academy also describes its ATP-CTP course; ask the team whether that offering is relevant to your needs. Program information can help you formulate questions, but the responsible evaluator or organization must clarify the process for your checkride.

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Frequently asked questions about what to do after failing a type rating checkride

What to do after failing a type rating checkride if the feedback is unclear?

Ask the evaluator or training provider to explain the specific performance areas and the process that applies. Request clarification on who will set the training plan, what records to review, and how progress will be assessed. Write down the answers and confirm any points that remain uncertain.

What to do after failing a type rating checkride before contacting an employer?

Review any instructions you received, write a factual summary of the result, and check the employer’s reporting process. Contact the designated manager or chief pilot promptly as required by company policy. Be direct, and do not speculate about a timeline or outcome that has not been confirmed.

What to do after failing a type rating checkride if the same error keeps returning?

Tell your instructor what you notice and ask to identify the underlying cause. The issue may involve knowledge, a cue, task sequencing, or workload management. Adjust the practice objective with instructor guidance rather than repeating the same exercise without a clear learning purpose.

What to do after failing a type rating checkride before scheduling another evaluation?

Do not assume you can schedule immediately. Confirm the applicable requirements, additional training expectations, and authorization or scheduling process with the responsible evaluator, provider, or employer. Readiness and timing are case-specific.

What to do after failing a type rating checkride if you are worried about your career?

First establish the facts and the next steps that apply to your situation. One unsuccessful evaluation does not by itself determine every future career outcome. Discuss employment implications with the responsible employer and focus on the training objectives you can address.

Take the result seriously, but use it as a starting point for clear questions, targeted practice, and a confirmed plan with the people responsible for your training.