![Cessnas parked on a flight school ramp [Credit: Meg Godlewski]](https://flyingmag1.b-cdn.net/wp-content/uploads/sites/2/2025/12/Cessnas-on-ramp-scaled.jpeg?width=2560&height=1920)
One of the first lessons a fledgling instructor learns is that the more experience you have in different aircraft, the more opportunities you will have.
This often means learning everything about the aircraft in the school fleet. Even if they are the same model (all Cessna 172s, for example), and although they have the same parts, they will often have subtle differences, little quirks if you will, that can get in the way of learning.
At the risk of sounding trashy, think of airplanes like people you date—respect their preferences and quirks. Write them down, so you don’t forget them.
Same Model, Different Panel
The renter pilot held a private pilot certificate, but this was his first flight in this particular airplane. He had been with the school for a few months and had a reputation for only flying a particular airplane in the fleet.
But that day his favorite was being used for a check ride, so the dispatcher moved him to another aircraft, which, although it was a Cessna 172, had a different panel layout, different flaps, etc. There were enough differences that he asked to be accompanied by a CFI for a checkout flight.
- READ MORE: What the New MOSAIC Rule Means for Sport Pilots and Flight Schools
- READ MORE: Seasonal Starts: Timing Your Flight Training for Success
“Where is the turn coordinator?” the renter pilot asked.
“It doesn’t have one. It has a slip-skid indicator,” I said, pointing it out.
“I bet you think I am being silly asking for an hour of dual instruction,” he muttered.
“No, I think you’re being smart,” I said, then pulled out the 3-by-5 index card for this particular airplane that I carried in the pouch attached to my airport ID lanyard.
I had 17 of these cards, one for each Cessna 172 in the fleet. They ranged from D to S models. I spent the first two weeks on the job going airplane to airplane making notes on the cockpit layout, in particular where the fuel gauges and tachometer were located, the amount of flaps available, the size of the engine, whether the airspeed indicator was in knots or mph, etc.
I shared this with the client. This led to a discussion about negative transference—doing the right thing in the wrong airplane, because the habits formed flying a particular aircraft are not correct for another airplane.
Takeoff Flaps
You may have heard the expression “be humble with aviation or aviation will humble you,” and that means everyone, from the student pilot up through the newly hired CFI who had grown up in an aviation family and done all of his training in the Cessna 182 his family owned.
The flight school had all Cessna 172s and he had never flown one before but would be required to teach in them. The boss wanted him to get five hours of experience, so up we went.
When flying the C-182, he was accustomed to setting the flaps to 20 degrees when taking off from the airport with the 3,400-foot runway.
When he applied 20 degrees of flaps in the Cessna 172, I queried his decision and explained different airplanes, different procedures. For a go-around, the POH of the C-172 states “flaps to 20,” but you won’t find a mention of a takeoff with flaps 20.
A quick review of the POH for this particular C-172 showed that 10 degrees was the correct value for a short field and soft field takeoff. This was a learning moment for the new hire, and I am proud to say he became one of the best CFIs at the school.
Airspeed Indicator Gotcha
When flying a new-to-you airplane, always double-check the airspeed indicator scale. I submit this should be a habit, like determining what side of the car the gas cap is on before you drive off the rental car lot.
If the fleet has some aircraft calibrated in mph and some in knots, don’t be surprised if there is a placard next to the airspeed indicator calling your attention to this. Failure to understand the speeds the airplane needs can be dangerous.
For example, let’s say you are used to flying an airplane calibrated in knots, with a rotation speed of 60. One day you are assigned the aircraft that is calibrated in mph. The rotation speed is 70 mph.
However, you’re used to applying back pressure when the airspeed indicator hits 60, out of habit, you pull back on the yoke or stick—not realizing that 60 mph is 52 knots. The airplane won’t be lifting off without a fight and likely a stall back on to the runway.
Glass Challenge
When working with an airplane that has had a panel upgrade to glass, if possible, do some online study before the engine is started and the Hobbs meter activates.
Most manufacturers have online courses you can take to familiarize yourself with the system and the procedures you’ll need to know to avoid “guess-and-press, hope-for-the-best” syndrome.
Size (of Aircraft) Matters
It is not uncommon for flight schools to use the smallest airplanes in the fleet, as in the ones with the lowest useful load, as time builders.
If you have done all your training in a four-place design that’s heavier, there will be a learning curve. Depending on your size and that of the instructor, you may have to fly with partial fuel. This is a chance to really practice your weight and balance math skills.
If you are making the transition to a larger airplane, in addition to weight and balance, you may have to apply some aircraft loading skills and figure out if extra weight needs to be added in the tail.
Some schools have suitcases containing barbell plates that are placed in aircraft. Other times you have to get more creative. For example, a full case of oil has the weight of the box printed on it. It was a glorious day when we learned a case of oil weighed 40 pounds.
When adding weight to an aircraft, make sure to secure it so it stays where it needs to stay. Many flight schools utilize cargo nets to keep the items secure, but there are some times you will have to be creative. I learned to keep 20 feet of parachute cord in my flight bag, and more than once we created a latticework design using the tie-down rings in the baggage compartment of the aircraft to keep the ballast secure.
There may be some airplanes in the fleet that you will be sized out of. You may be too tall, too small, or too heavy. Sometimes this can be addressed. Because I am on the shorter side most of my flying experience involves using seat cushions to get the right sight picture.
If it’s a weight limitation you can limit the fuel load in the aircraft.
Pro tip: If the flight school does not have the proper equipment to offload fuel, you will have to rely on communication and planning to fly the fuel off. To the renters and CFIs: Be sure to check the aircraft dispatch book for notes such as “DO NOT REFUEL AFTER FLIGHT.”
To the people dispatching, please check the notes in the renter’s file before assigning them an aircraft. If there is a note indicating that the renter is limited to particular aircraft, respect this information. The useful load and seat style can make all the difference.
Variation Is Good
If you are a renter, it can be in your best interest to fly every certificate-appropriate aircraft in the fleet. That way you won’t be limited when your favorite is unavailable.
It’s also good practice for when and if you become a flight instructor, where flexibility is a key part of the job.
