U.S. Department 

of Transportation 

Federal Aviation 

Administration 

DRAFT 

Advisory 

Circular 

Subject: Flight Attendant Training and 

Evaluation (proposed 14 CFR Part 

121 

Subpart BB)

Date: Draft for 

comment 

Initiated by: AFS-200 

AC No: 120-FATE 

Change: 

1. PURPOSE. The FAA is seeking comment on this draft advisory circular (AC) which 

provides information and guidance on the supplemental notice of proposed rulemaking, 

Qualification, Service, and Use of Crewmembers and Aircraft Dispatchers, which was published 

for comment on May 20, 2011. The draft advisory circular (AC) provides information and 

practices regarding Flight Attendant (F/A) training and evaluation as proposed under Title 14 of 

the Code of Federal Regulations (14 CFR) part 121 subpart BB. It is intended to be used as a 

resource during the development, implementation, and revision of an air carrier’s F/A training 

program. This AC is part of the Federal Aviation Administration’s (FAA) ongoing commitment 

to educate and inform air carriers and crewmembers regarding the F/A training requirements in 

part 121 subpart BB. It provides guidance and information regarding requirements for air carrier 

training programs to enhance safety-critical training. 

Comments to this draft AC may be submitted to the docket for the corresponding rulemaking, 

docket FAA-2008-0677, at www.regulations.gov before the comment period closes. 

2. CANCELLATION. None. 

3. RELATED REGULATIONS. Title 14 CFR parts 91 and 121. 

4. RELATED FAA GUIDANCE. This AC provides information and effective practices 

regarding F/A training and evaluation. This AC also supplements and contains information 

previously published in the documents listed below. The following references (current editions) 

support the knowledge and skill standards for F/A training and evaluation. They are strongly 

recommended for providing further details for lesson development. 

a. 14 CFRs and Orders (current editions). Title 14 CFR is available at: 

http://ecfr.gpoaccess.gov, and the Air Transportation Operations Inspector’s Handbook is 

available at: http://fsims.faa.gov.

• 14 CFR part 1, Definitions and Abbreviations. 
AC 120-FATE DRAFT DATE 

Page 2 Par 

• 14 CFR part 121, Operating Requirements: Domestic, Flag, and Supplemental 

Operations. 

• FAA Order 8400.10, Air Transportation Operations Inspector’s Handbook. 

b. ACs (current editions). ACs are available at: 

http://www.faa.gov/regulations_policies/advisory_circulars. 

• AC 60-28, English Language Skill Standards Required by 14 CFR 

Parts 61, 63, and 65. 

• AC 120-51, Crew Resource Management Training. 

• AC 120-54, Advanced Qualification Program. 

• AC 120-44, Air Carrier First Aid Programs. 

• AC 120-47, Survival Equipment for Use in Overwater Operations. 

• AC 120-48, Communication and Coordination Between Flight Crewmembers and 

Flight Attendants. 

• AC 120-59, Air Carrier Internal Evaluation Programs. 

• AC 120-80, In-Flight Fires. 

• AC 120-95, Portable Oxygen Concentrators. 

• AC 121-29, Carry-On Baggage. 

• AC 121-24, Passenger Safety Information Briefing and Briefing Cards. 

• AC 121-33, Emergency Medical Equipment. 

• AC 121-34, Emergency Medical Equipment Training. 

• AC 121-35, Management of Passengers During Ground Operations Without Cabin 

Ventilation. 

• AC 121-36, Management of Passengers Who May Be Sensitive to Allergens. 

• AC 120-87, Use of Child Restraint Systems on Aircraft. 

• AC 120-88, Preventing Injuries Caused by Turbulence. 

5. AUDIENCE. Air carriers, FAA personnel (such as aviation safety inspectors (ASI)) and 

others involved in the development and approval of F/A training programs, as well as 

crewmembers and others involved in flight operations under part 121, should be familiar with the 

contents of this AC. This AC may also be valuable to certificate holders and ASIs associated 

with operations under 14 CFR parts 91, 125, and 135. 

6. QUALIFICATION PERFORMANCE STANDARDS (QPS). The FAA has added four 

QPS appendices in part 121: pilots, Appendix Q; flight engineers, Appendix R; F/As, Appendix 

S; and aircraft dispatchers, Appendix T. QPS appendices Q, R and S contain minimum training 

and evaluation standards for crewmembers to become qualified and maintain qualification under 

subpart BB. The QPS Requirements are regulatory and are in addition to the requirements in 

proposed part 121 subpart BB. The information contained in this AC regarding compliance with 

the proposed part 121 training requirements for F/As is advisory, and provides certificate holders 

with knowledge and guidance that may be used in complying with the part 121 F/A training 

requirements contained in part 121 subpart BB.

7. F/A QPS. The QPS contains minimum training and evaluation standards for F/A training. 

F/A qualification performance standards, contained in the QPS, are regulatory and mandatory. 
DATE DRAFT AC 120-FATE 

Par Page 3 

However, do not rely solely on the F/A QPS for regulatory requirements in these areas. An air 

carrier must also use part 91 and part 121 subparts G, K, M, Q, R, S, T, V, X and BB. 

8. QUESTIONS ABOUT THE CONTENTS OF THE PROPOSED F/A QPS. 

a. Contact Information. 

U.S. Department of Transportation, Federal Aviation Administration 

Flight Standards Service, Air Transportation Division, AFS-200 

Nancy Lauck Claussen 

800 Independence Avenue, SW, Washington, DC 20591 

Telephone: (202) 267-8166 

Fax: (202) 267-5229 

Email: Nancy.l.Claussen@faa.gov 

b. Additional Information. 

(1) FAA Regulations and Policies Web site: http://www.faa.gov/regulations_policies/. On 

this Web site you will find Flight Standards Service Programs, Aviation Safety Inspector 

Handbooks, the current Aviation Regulations (14 CFR), ACs, and other sources of FAA 

information. 

(2) Flight Standards Service Cabin Safety Web site: 

http://www.faa.gov/about/initiatives/cabin_safety/. On this Web site you will find links to FAA 

rules and guidance documents, legal interpretations, and other sources of FAA information that are 

pertinent to cabin safety. Also linked from this site are additional Department of Transportation 

(DOT) information sources. 

9. THE NEED FOR A F/A QPS. 

a. Establish Performance Standards. To provide an objective means of establishing 

performance based standards for F/A training and evaluation. 

b. Update Capability. To provide routine and periodic update capability. This capability is 

needed to respond to accidents, incidents, or rapidly occurring changes to equipment and 

operations. All changes made to the F/A QPS will be subject to public notice and comment, 

unless good cause exists to support a finding that notice and comment would be impracticable, 

unnecessary, or contrary to the public interest. 

c. Certificate Holder Use. Provides certificate holders with a minimum set of standards for 

developing the following for F/As: 

• Training programs; 

• Performance standards; and 

• Evaluation criteria. 

10. STANDARDS FOUND IN THE F/A QPS. 
AC 120-FATE DRAFT DATE 

Page 4 Par 

a. Attachment 1. Contains general evaluation requirements and programmed hours for F/A 

training and evaluation. 

b. Attachment 2. Contains tasks for F/A training and evaluation by area of instruction. 

c. Attachment 3. Contains specific training and evaluation requirements for F/A training 

curriculums (basic qualification), curriculum categories (new hire, initial, transition, emergency, 

recurrent, and requalification), and aircraft operating experience. 

11. DEFINITIONS AND ACRONYMS. You can find definitions in part 121, § 121.1205. 

Acronyms are as follows: 

a. AED. Automated external defibrillators. 

b. AFS-200. Flight Standards Service, Air Transportation Division. 

c. ASAP. Aviation Safety Action Program. 

d. ASRS. Aviation Safety Reporting System. 

e. CIA. Central Intelligence Agency. 

f. CPR. Cardiopulmonary resuscitation. 

g. CRM. Crew Resource Management. 

h. CRS. Child restraint system. 

i. CSI. Cabin safety inspector. 

j. DOT. Department of Transportation. 

k. ELT. Emergency locator transmitter. 

l. EMK. Emergency medical kits. 

m. FAOM. Flight Attendant Operating Manual. 

n. FBI. Federal Bureau of Investigations. 

o. FOQA. Flight operations quality assurance. 

p. MEL. Minimum equipment list. 

q. NTSB. National Transportation Safety Board. 

r. PBE. Protective breathing equipment. 

s. PED. Portable electronic device. 
DATE DRAFT AC 120-FATE 

Par Page 5 

t. PIC. Pilot in command. 

u. POC. Portable oxygen concentrator. 

v. POI. Principal operations inspector. 

w. QPS. Qualification Performance Standards. 

x. TSA. Transportation Security Administration. 

12. CRM TRAINING.

a. Scope of CRM. CRM refers to the effective use of all available resources, including 

human resources, hardware, and information. Human resources include all other groups routinely 

working with crewmembers who are involved in decisions that are required to operate a flight 

safely. CRM is not a single task; CRM is a set of competencies that must be evident in all tasks 

in the QPS as applied to the individual and the multicrew operation. 

b. CRM Deficiencies. These deficiencies contribute to the unsatisfactory technical 

performance of a task; therefore the CRM competencies are valuable for debriefing. For 

debriefing purposes, an amplified list of these competencies, expressed as behavioral markers, is 

in the current edition of AC 120-51, Crew Resource Management Training. 

c. Joint CRM Training. Certificate holders should conduct flightcrew member and F/A 

CRM scenarios together. When this is not possible, certificate holders should include 

information in F/A training that addresses the role of flightcrew members during emergency 

situations. 

d. Demonstration of Knowledge and Skills. The F/A must demonstrate knowledge and 

skills in the technical and CRM competencies for each particular task. 

(1) Certain CRM-related knowledge and skills must be associated with one or more F/A 

performance tasks, and must be evaluated during F/A training as shown in Attachment 2 of the F/A 

QPS. 

(2) The F/A must demonstrate knowledge and skills in both the technical and CRM 

competencies for each task. A task is not completed unless the evaluator has determined that the 

F/A has demonstrated knowledge and skills in the technical and CRM competencies. 

13. TRAINING AND EVALUATION REQUIREMENTS FOR F/As. Curriculum categories, 

which contain both academic and job performance requirements, provide the framework for the 

requirements to train and evaluate F/As. 

a. Curriculum Categories. These are parts of a curriculum that relate to qualification 

experience levels, first time qualification for a certificate holder, differences within type or 

series, maintaining and regaining qualification, and changes in operations. Each curriculum 

category contains academic training and evaluation, and job performance training and 

evaluation, as required. Curriculum categories include: 
AC 120-FATE DRAFT DATE 

Page 6 Par 

• New hire; 

• Initial; 

• Transition; 

• Emergency; 

• Differences; 

• Recurrent; 

• Requalification; and 

• Special. 

b. Academic Training. This is instruction and practice that provides individuals with the 

required knowledge and cognitive skills necessary to perform the tasks required for the 

crewmember duty position, instructor, or evaluator duty position. New hire training and portions 

of initial, transition, emergency, requalification, and recurrent training are for the purpose of 

acquiring and maintaining the knowledge required for safe operations. The required areas of 

instruction, including the CRM competencies, are combined with the information and procedures 

contained in the certificate holder’s FAOM and other pertinent references to create the academic 

requirements. Curriculums are then developed to support these knowledge requirements and 

ensure that knowledge is obtained and maintained. 

c. Job Performance. The job performance tasks in basic qualification, requalification, and 

recurrent training are for the purpose of combining the knowledge obtained in the academic 

training with cognitive, procedural, and motor skills. The cognitive, procedural, and motor skill 

requirements should be developed from the tasks and environments required in the QPS, the F/A 

performance standards, the certificate holder’s FAOM and other references that directly address 

specific tasks or environments. 

d. Integration of Academic and Job Performance Training and Evaluation. Academic 

and job performance training and evaluation are integrated together in each curriculum category. 

For example, a F/A receives academic training on a certificate holder’s procedures regarding the 

preflight crewmember briefing, and receives an academic test on those procedures. In the same 

curriculum category (New Hire), the F/A also receives job performance training in the form of 

“practice” of his or her ability to actually perform a preflight crewmember briefing. In another 

example, a F/A receives academic training on a certificate holder’s procedures regarding opening 

an aircraft exit door in the emergency mode, and receives an academic test on those procedures. 

In the same curriculum category (Emergency), the F/A also receives job performance training in 

the form of “practice” and a proficiency test of his or her ability to open the aircraft exit door in 

the emergency mode. 

14. THE CONTINUOUS ANALYSIS PROCESS (CAP). The CAP is a certificate holder 

internal evaluation and improvement process. The CAP will enable the certificate holder to 

maintain and refine the training process by continually monitoring the effectiveness and 

efficiency of the training program. Various assessment tools (testing, checking, inspection, 

documenting, evaluation, and analysis) will be used to validate the effectiveness of a training 

program, or demonstrate the need to revise a training program. 
a. CAP. This is incorporated into the QPS through integration with the training program. 

The certificate holder is responsible for designating responsibility for the process. The certificate 

holder must ensure appropriate and adequate assessment tools (testing, checking, critique, 

inspection, observation, documenting, evaluation, and analysis) are utilized to enable the 

certificate holder to validate the effectiveness of the training program, or the need to change that 

training program. 

b. Components of a CAP. The certificate holder must describe the attributes of the CAP in 

the certificate holder’s FAA-approved training program. Examples of the attributes of an 

effective CAP are as follows: 

(1) Qualification and training program as approved by the Administrator. Attributes of the 

CAP: 

(a) Who is responsible? 

(b) Who has the authority to change the process? 

(c) Description of the process. 

(d) Controls. Policy, procedure, training, evaluation. 

(e) Documenting and Measurement. 

(f) Interfaces between Departments. Consistency (policy, procedures, manuals). 

• Across Departments; 

• Across Divisions. 

(2) Assessment tools (adequate and appropriate). 

• Testing; 

• Checking; 

• Critique; 

• Inspection and observation; 

• Documenting; and 

• Evaluation and analysis. 

(3) Modification and adjustment of the qualification and training program. 

(4) Approval for modification and adjustment. 

15. DISTANCE LEARNING. Distance learning means learning that can be completed by the 

flight attendant in a training environment other than a traditional classroom, and does not include 

direct interaction with an instructor. 

a. Applicability. This information applies to F/A training programs subject to FAA 

approval under part 121. It may also be useful to ASIs involved in surveillance or approval of 
AC 120-FATE DRAFT DATE 

Page 8 Par 

F/A training programs related to operations under 14 CFR parts 135, 125, 91 subpart K 

(Fractional Ownership Programs), and 142 (Training Centers). Credit for hours spent in distance 

learning activities applies only to the programmed hours of academic training specified in the 

F/A QPS. 

b. Interim Guidance. Experts continue to develop a systematic approach for using the 

many effective training methods and products now available. The guidance contained in this 

AC applies until superseded, and should be used to help implement and standardize distance 

learning among air carriers. 

c. Credit of Hours for Distance Learning. Distance learning credit is appropriate only for 

academic training and evaluation, and must be approved in accordance with § 121.1335. 

d. Training Media. The general nature and specific characteristics of training media used 

for distance learning vary widely. Examples include paper media, electronic media, 

computer-based training, and internet-based training. The media used should meet the 

requirements of the respective training objective. Validation of training effectiveness is one of 

the most important components of the implementation plan described below. 

e. Implementation Plan. Any proposal for academic training or academic evaluation to be 

accomplished by distance learning should include a plan for start-up, validation, operation, and 

maintenance of that training or evaluation. This plan should include at least the following 

elements: 

(1) Start-up. Identification of knowledge and cognitive training objectives. Training 

objectives can be reduced to simple terms such as being able: 

• To recall; 

• To recognize; 

• To comprehend; and 

• To apply. 

(2) Identification of the Media to be Used For Training and Testing. A validation 

strategy that addresses (1) the effectiveness of the academic training itself, and (2) the learning 

accomplished by each person trained. Key features of a validation strategy are shown below. 

(3) Effectiveness of the Academic Training Being Conducted. 

(a) Setting a Reference. One validation method is to establish a performance 

baseline from which to measure the effectiveness of the academic training proposed. Baselines 

exist in most ongoing air carrier training programs. Examples of performance baselines include 

average training hours a F/A spends in learning a certain subject, average pass-fail rates for tests 

of training content, median scores, average pass-fail rates for flight checks, and many others. A 

performance baseline may be set by using an existing baseline or by referring to some other 

existing standard. 
DATE DRAFT AC 120-FATE 

Par Page 9 

(b) Maintaining Currency. Validation depends upon maintaining the currency of 

the academic training to be conducted. A reliable method to do so is an essential part of a 

training proposal. 

(c) Tracking. A method for keeping test results and tracking overall performance. 

(4) Learning Accomplished by Each Person Trained. 

(a) A Strategy for Evaluation. Evaluation should be designed to determine that 

training objectives are being met by each F/A. 

(b) Integrity of Tests. A method should be developed to ensure integrity of tests, 

including integrity of test questions and test answers, and controlled access to tests and test 

results. 

(c) Tracking. A method for keeping test results and tracking each individual’s 

performance. 

f. Validation. Validation of academic training is a determination that the training proposed 

actually succeeds in meeting the performance objectives for that training. 

g. Interactivity. Training developers should provide for interactivity between F/As and 

instructors, and between the F/As themselves. 

(1) When in the Field. In particular, a F/A should have ready access to a qualified 

instructor on weekdays during normal business hours, to resolve questions encountered during 

distance learning and pertinent evaluation. 

(2) When at a Centralized Training Location. Before any phase of training that 

incorporates practice, application, and demonstration, F/As should be convened in a proctored 

classroom setting with an instructor to resolve any remaining issues arising during distance 

learning. This interactivity is particularly beneficial in respect to standardization of learning by 

qualifying F/As in a basic qualification curriculum. 

16. ENGLISH LANGUAGE PROFICIENCY. Section 121.1209 requires a F/A to be able to 

read, write, and understand the English language. The F/A may demonstrate English language 

proficiency in several ways. For example, an individual’s successful completion of F/A training 

and evaluation conducted solely in English would be a successful demonstration of the F/A’s 

ability to read, write, and understand the English language. The certificate holder is responsible 

to make this determination and should have in place a process to ensure a final determination of 

whether the F/A meets the English language requirement. If there is doubt about a F/A’s ability 

to read English, the F/A should read aloud a short paragraph from an appropriate source, such as 

a safety related announcement. If there is doubt about the F/A’s ability to write in English, the 

person evaluating the F/A should read a short statement and have the F/A write it in English. The 

process should include the actions that an evaluator should take when the test indicates that the 

F/A is not able to read, write, understand, or speak the English language. 
AC 120-FATE DRAFT DATE 

Page 10 Par 

17. TEST QUESTION RESPOSITORY. Section 121.1343 requires the development of a test 

question repository that is used to develop academic evaluations. The repository will include a 

minimum number of questions for each subject, as required by the F/A QPS. This repository will 

also allow random selection of questions when creating examinations. This permits F/As to be 

retested with questions that are different, or are in a different order, from questions they received 

on a prior evaluation. 

18. F/A INSTRUCTORS NOT ABLE TO PERFORM CERTAIN PERFORMANCE 

DRILLS. A F/A instructor may not be physically able to perform certain performance drills due 

to injury or disability. The FAA allows those individuals to complete the required training to 

qualify as a F/A instructor, with the exception of those performance drills the person can not 

physically perform. However, the FAA only allows F/A instructors to instruct others in those 

performance drills that they are able to physically perform at the time of instruction because 

having the ability to demonstrate the proper technique during instruction in a performance drill is 

a requirement for effective teaching. However, the requirements do not prevent a person 

authorized to administer F/A proficiency tests from evaluating a performance drill, even if that 

person is not physically capable of performing the drill.

19. AIRCRAFT OPERATING EXPERIENCE. The following chart illustrates the 

requirements of § 121.1305. 

Aircraft Operating Experience (AOE) 

(§ 121.1305)

On whose airplanes? For the certificate holder for which the F/A will serve. 

What kind of flight? Part 121 passenger carrying revenue flight or in part 91 

proving flights. 

When must it be 

completed? 

For a qualifying F/A, AOE for at least one type of 

aircraft must be completed within 120 days of the start of 

the Basic Qualification curriculum. 

Who supervises it? A check F/A. 

How many people can 

one check F/A supervise 

on one flight? 

Not more than four. 

How many check F/As 

can supervise people on 

each flight? 

Not more than two. 

Are there any other 

limits on the number of 

people accomplishing 

AOE on each flight? 

The number of persons receiving AOE on an aircraft 

may not exceed twice the number of F/As required by

§ 121.391 for that aircraft. 

What duties must people 

receiving AOE perform? 

The assigned duties of a F/A. 

Can the qualifying F/A 

be a required F/A? 

Not prior to completing Basic Qualification training and 

two operating cycles on a type of aircraft on which they 

are trained and receiving a total of 5 hours of AOE. 

When can a F/A who has Either (1) After having been qualified for at least 
DATE DRAFT AC 120-FATE 

Par Page 11 

not received AOE on an 

aircraft type for which 

they have completed 

Initial training; serve as 

a required F/A on that 

aircraft type? 

180 days and served in the previous 180 days on an 

aircraft as a F/A for that certificate holder. 

 or (2) if not qualified for at least 180 days and served in 

the previous 180 days on an aircraft as a F/A for that 

certificate holder, after meeting the following criteria: 

• Complete two operating cycles on at least one 

aircraft type on which they were trained; 

• Obtain a total of 5 hours of flight time on an aircraft 

on which they were trained; and 

• Be supervised by a check F/A for the first two 

operating cycles in that aircraft type. 

When is a F/A not 

required to accomplish 

AOE on a new aircraft 

type? 

F/As completing transition training are not required to 

accomplish aircraft operating experience for that aircraft 

type. 

When is a F/A eligible 

for transition training? 

A F/A is eligible for transition training when he or she 

has been qualified for at least 180 days and served in the 

previous 180 days on an aircraft as a F/A for that 

certificate holder. 

20. F/A REQUALIFICATION TRAINING. 

a. Eligibility for Requalification. The following chart illustrates the requirements of 

§ 121.1309. 

F/A: Requalification 

(§ 121.1309) 

No person may serve as a F/A if that person becomes unqualified by failing to meet 

recurrent training and evaluation requirements. 

To be requalified the F/A must complete § 121.1301, as applicable, or comply with 

the appropriate phase of requalification training and evaluation.

If the F/A has been 

unqualified for: 

Then the F/A may requalify by completing: 

Less than 24 months:

Phase I Requalification 

(§ 121.1309(a)(1-3)): 

• Current Recurrent F/A Training Cycle 

• Receive training on tasks that were missed and all 

policies, procedures and security requirements 

applicable to F/A duties that have been updated, 

modified or implemented since the last time the 

F/A attended recurrent training. 

• For F/As qualified in extended overwater 
AC 120-FATE DRAFT DATE 

Page 12 Par 

operations, participate in a cabin preparation and 

evacuation drill (ditching) if not part of the 

current recurrent F/A training cycle. 

• Base month may be changed. 

24 months or more: Phase II Requalification 

(§ 121.1309(b)(1-3)): 

• New hire, initial, transition, emergency, and 

differences curriculum categories, as applicable. 

• Base month may be changed. 

• After satisfactorily completing Phase II 

requalification, one of the two following 

conditions must be met for the first two operating 

cycles: 

• The F/A may not serve as a required F/A; or 

• The F/A may serve as a required F/A under 

the supervision of a check F/A. 

b. Failure to Complete Training. 

(1) When a F/A does not complete recurrent training during the eligibility period, the F/A 

is unqualified on the first day of the month following the grace month. 

(2) For example, if a F/A’s base month is February, the F/A has until March 31st to 

complete recurrent training. If the F/A does not complete recurrent training by March 31st, the F/A 

becomes unqualified and unable to serve on April 1st. 

(3) For purposes of determining the applicable phase of requalification, the F/A’s base 

month must be used without considering the grace month. Therefore, in the example above, the 

base month (February) instead of the grace month (March) would be used to determine the 

applicable phase of requalification. 

John M. Allen 

Director, Flight Standards Service 
DATE DRAFT AC 120-FATE 

Par Page 13 

APPENDIX 1. FLIGHT ATTENDANT (F/A) PROGRAMMED HOURS

1. F/A HOURS TABLES. 

Flight Attendants 

Baseline Programmed Hours* by Curriculum Category 

(see § 121.1335)

CURRICULUM CATEGORY 

New 

Hire Initial Emergency Training

Transition 

(each 

additional 

aircraft 

type)

Recurrent 

(Turbojet) 

Recurrent 

(Turboprop) 

TRAINING General 

Topics 

Each 

aircraft 

type 

 

1 to 5 

types 

aircraft 

6 to 9 

types 

aircraft 

10 to 13 

types 

aircraft 

Any 

number of 

aircraft 

types 

Academic 20 8 8 8** 8 8 8 8 3 

Job 

Performance 20 4 4 16** 4 4 6 7 2 

TOTAL 40 12 12 24** 12 12 13 14 5 

* Programmed hours do not include differences training, as required in § 121.1215. 

** Academic and job performance programmed hours are each reducible by 1 hour if the flight attendant is not 

qualified to serve in extended overwater operations.

Flight Attendants 

Minimum Programmed Hours* by Curriculum Category 

(see § 121.1335)

CURRICULUM CATEGORY 

New 

Hire Initial Emergency Training

Transition 

(each 

additional 

aircraft 

type)

Recurrent 

(Turbojet) 

Recurrent 

(Turboprop) 

TRAINING General 

Topics 

Each 

aircraft 

type 

 

1 to 5 

types 

aircraft 

6 to 9 

types of 

aircraft 

10 to 13 

types 

aircraft 

Any number 

of aircraft 

types 

Academic 16 6 6 

Job 

Performance 16 2 2 

TOTAL 32 

Not 

reducible

8 

Not 

reducible

8 

Not reducible

* Programmed hours do not include differences training, as required in § 121.1215. 
AC 120-FATE DRAFT DATE 

Appendix 1 

Page 14 

2. HOURS AND TRAINING. 

a. Programmed Hours. Programmed hours for F/As are divided into academic and job 

performance hours for each training category. This requirement allows flexibility in instructional 

design regarding integration of academic and job performance programmed hour requirements. 

Job performance training and evaluation includes the practice and proficiency requirements in 

Attachment 3 of the Qualification Performance Standards (QPS). 

b. Reduction of Programmed Hours. A reduction to the 8 hour minimum of initial 

training on aircraft types may be appropriate for several reasons. For example, a certificate 

holder may operate several types of aircraft from the same manufacturer with similar cabin 

configurations and equipment; or a certificate holder may carefully design a training approach 

that incorporates the use of extensive training on a “base” aircraft type upon which training on 

other aircraft types is based. The Initial training and evaluation requirement of 12 (baseline) and 

8 (minimum) hours apply to each aircraft type. 

c. Eligibility for Transition Training and Evaluation. If the F/A has already served in an 

active duty status as a F/A for the certificate holder for at least 180 days, that F/A is eligible for

transition training on a new aircraft type. A F/A does not have to be a required F/A in accordance 

with § 121.391 to “serve,” the F/A only needs to “perform the duties of a required flight 

attendant.” Aircraft operating experience is not required for each aircraft type for which a F/A 

receives transition training. Transition training has the same required number of hours and 

subjects for aircraft specific training as initial training, a 12-hour baseline required for each 

aircraft type which can be reduced to an 8-hour minimum. A reduction to the 8 hour minimum of 

transition training on aircraft types may be appropriate for several reasons. For example, the new 

aircraft type may be very similar to a different aircraft type on which the F/A is already qualified. 

d. Initial Training and Evaluation. If the F/A has not served as a F/A for the certificate 

holder for at least 180 days, including days off or days on reserve, and the certificate holder 

wants to qualify the F/A on a new aircraft type, then the F/A must have initial training on that 

aircraft type and meet the aircraft operating experience requirements of § 121.1305. 
DATE DRAFT AC 120-FATE 

Appendix 2 

Page 1 

 APPENDIX 2. INFORMATION REGARDING PERFORMANCE STANDARDS FOR 

CERTAIN TASK REQUIREMENTS 

1. GENERAL TASK REQUIREMENTS. 

a. Federal Aviation Regulations. Discussion of the regulations should include why they 

are pertinent to Flight Attendants (F/A) and should also include discussion regarding the role of 

other certificate holder employees and their part in ensuring compliance with the regulations 

(e.g., gate agents, flightcrew members). 

b. Emergency Training Drills. 

(1) Operation of Each Type of Installed Hand Fire Extinguisher. 

(a) Effective training scenarios for firefighting should include realistic drills with 

emphasis on combating hidden fires. To provide realistic training, drills should simulate 

locations of hidden fires, such as behind sidewall panels, in overhead compartments, air 

conditioning vents, or overhead panels. For example, hidden fires could include electrical fires, 

lavatory fires, or fires erupting from failures of lithium-ion batteries such as those used within 

laptop computers. A training program should incorporate a method to assess and combat the 

hidden fire, such as locating the source of the fire, if possible, before applying an extinguishing 

agent. 

(b) The intent of the training is to provide crewmembers with the obstacles that 

would be encountered onboard the aircraft, but it is not intended to require each student to 

remove sidewall or overhead panels. Depending on the sophistication of the training device, the 

F/A could utilize a manual release tool that is designed to open the oxygen compartments to gain 

access to a fire that is suspected in that region, remove a cabin ceiling speaker cover by simply 

snapping it out of its fixture, or move carry-on baggage from an overhead compartment. 

(2) Cabin Preparation for Evacuation Drills (Land and Water Evacuations). 

(a) To create a realistic training environment, a certificate holder may choose to 

integrate variables into the scenarios that happen during actual emergencies (e.g., running out of 

time prior to completing a cabin preparation, change in the type of evacuation or landing). For 

aircraft for which more than one F/A is required, drills could also be conducted in which the F/A 

finds himself or herself acting alone (simulating incapacitation of other F/A). The “solo” drill 

demonstrates the ability of the F/A to take command of a situation using available safety 

equipment, and the capacity to respond to changing situations without the assistance of other 

crewmembers. 

(b) Adding variables to the scenarios is an effective training practice. However, a 

scenario should not incorporate excessive variables that would overload a F/A, nor be so limited 

on variables that there is a reduced training value to the exercise. 

(c) An effective practice is to provide F/As a demonstration of “textbook” cabin 

preparation or evacuation drills conducted in accordance with the certificate holder’s procedures. 

Although, there is no such thing as a “textbook” emergency, this practice establishes a solid 
AC 120-FATE DRAFT DATE 

Appendix 2 

Page 2 

foundation for training. Certificate holders should also be aware of the desirability of flightcrew 

members and F/As performing evacuation scenarios together. When this is not possible, 

certificate holders should include information addressing the roles of other crewmembers during 

emergency evacuation situations. 

(3) Jumpseat Drill. 

(a) Proper use of the F/A jumpseat and restraint system is integral to a F/A being 

able to initiate an effective aircraft evacuation. The Qualification Performance Standards (QPS) 

has a requirement for F/As who receive initial or transition training on any aircraft type to 

receive academic training on the use of the F/A jumpseat for that aircraft type. In addition, the 

QPS requires job performance training in each F/A jumpseat by aircraft type during basic 

qualification training or Aircraft Operating Experience (AOE). 

(b) F/As will not always be seated in their jumpseats when they initiate the 

commands and actions to open an exit in the emergency mode during an evacuation. For 

example, a F/A could be in the cabin performing safety related duties during aircraft taxi, or in 

the cabin of an aircraft that is parked at the gate during boarding when an evacuation may need 

to be initiated. The drill allows the certificate holder to give F/As the opportunity to reinforce 

effective jumpseat techniques during exit operation, but allows certificate holders the flexibility 

to incorporate other “starting points” into exit device operation scenarios. 

(4) Emergency Evacuation Egress Slide Drill/Emergency Evacuation Egress Drill. 

(a) If the F/A will be qualified to serve on an aircraft with emergency evacuation 

slides (e.g., B-737), as well as an aircraft that does not have emergency evacuation slides 

(e.g., CRJ), then the F/A must complete both the emergency evacuation egress slide drill and the 

emergency evacuation egress drill. To achieve a realistic training environment, certificate 

holders are encouraged to integrate these drills into other required performance drill scenarios. 

(b) Examples: 

1. If a F/A qualifies on a B-737 and a CRJ in basic qualification training, then 

the F/A must complete an emergency evacuation egress slide drill and an emergency evacuation 

egress drill. 

2. If a F/A qualifies only on the CRJ in basic qualification training, then the F/A 

must complete an emergency evacuation egress drill. 

3. If a F/A qualifies only on B-737 in basic qualification training, the certificate 

holder acquires a CRJ two years later and the F/A has transition training on the CRJ, then the 

F/A must complete an emergency evacuation egress slide drill during basic qualification training 

and an emergency evacuation egress drill during transition training on the CRJ. 

4. If a F/A qualifies only on a CRJ in basic qualification training, the certificate 

holder acquires B-737s two years later and the F/A has transition training on the B-737, then the 

F/A must complete an emergency evacuation egress drill during basic qualification training and 

an emergency evacuation egress slide drill during transition training on the B-737. 
DATE DRAFT AC 120-FATE 

Appendix 2 

Page 3 

2. APPLYING THE PERFORMANCE STANDARDS IN ATTACHMENT 2. The 

performance standards in Attachment 2 of the F/A QPS are located in Section V, Emergency 

Training Drills – General, and in Section VI, Emergency Training Drills – Aircraft Specific. 

Each task lists the environment that the drill must be conducted in, an explanation of the task, 

and the situational awareness (SA) Crew Resource Management (CRM) markers that must be 

observed by the evaluator. The following excerpt from Section V, Emergency Training Drills – 

General is an example of the format used for all drill tasks: 

7. Task: Cardiopulmonary Resuscitation (CPR)-Adult, Child, and Infant 

(Job Performance) 

 (a) Environment: This drill must be performed using training equipment that 

meets the requirements of IV. F of this attachment and creates an effective environment 

for the accomplishment of the performance drill. 

(b) Task: This CPR drill is not required if the flight attendant performs CPR 

during the operation of each type of installed automated external defibrillator. The flight 

attendant must complete the following during the drill, and be evaluated and debriefed on 

the proper use of equipment and procedures: 

(1) Administer CPR, to include the use of the CPR mask, for adult, child or infant 

CPR. Each must be done within a three year cycle. 

 (c) Situational Awareness (CRM Markers): The flight attendant must 

communicate and coordinate (through discussion or actions) with other crewmembers 

during the drill, as appropriate. The flight attendant must also recognize the need for 

CPR.

3. APPLYING THE INFORMATION IN TABLE 3B OF ATTACHMENT 3. 

a. Requirements. This paragraph contains references to a section of Table 3B of the F/A 

QPS in order to provide clarification on using the tables and applying the rule language to aid in 

the development of training programs. 

(1) Table 3B, Section A, depicts the training required for Basic Qualification and 

Transition Curriculum Categories. The chart is set up to show each curriculum category and the 

type of training and evaluation that must occur. 

(2) The required training is different for the different tasks. To understand why, refer to 

Attachment 2 and review the subtasks for each section. For example, II. General Task 

Requirements, A. Area of Instruction: Flight Attendant Duties and Responsibilities-Normal 

Operations, 1. Subject: Preflight, Task (b) Crewmember Briefing, contains subtasks that 

specifically address the required training regarding cremember briefings. 

(3) The required practice and evaluation requirements are different for the different tasks. 

For example, II. General Task Requirements, A. Area of Instruction: Flight Attendant Duties and 

Responsibilities-Normal Operations, 1. Subject: Preflight, lists (a) General, (b) Crewmember 

Briefing and (c) Cabin and Galley Security tasks under the New Hire Training Curriculum 

Category. The (a) General and (b) Crewmember Briefing tasks require academic training, 

practice and an academic test. However, the (c) Cabin and Galley Security task, only requires 

academic training. 
AC 120-FATE DRAFT DATE 

Appendix 2 

Page 4 

 b. Approval. Each air carrier has a responsibility to provide tasks that would be specific to 

their operation and aircraft. For example, an air carrier that did not have equipment for extended 

overwater operations on their aircraft would not be required to train flight attendants on the use 

of life rafts. These changes to the required training tasks in the F/A QPS would then be submitted 

to the Federal Aviation Administration (FAA) as part of their training program approval. 

4. SYMBOLS AND TARGETED TRAINING AS USED IN TABLE 3B. 

a. Symbols. The following are definitions and explanations of the symbols used in Table 3B 

of the F/A QPS. 

(1) 1 – This symbol indicates that the subtasks within this task may be practiced during 

either academic training or during AOE. This provides flexibility if a training facility does not 

have certain training devices and the air carrier must rely on an aircraft to provide the required 

practice. 

(2) X – This symbol indicates that each F/A must complete the task each time a curriculum 

category of training is completed. 

(3) I – This symbol indicates that the training practice must be performed as an individual. 

(4) G – This symbol indicates that the training practice may be completed as an individual 

or in a group exercise, where the F/A participates or observes and provides feedback. 

(5) 3 – This symbol indicates that each F/A must complete the task at least once during 

three consecutive recurrent training cycles. 

(6) R – This symbol indicates that the F/A must receive training on tasks that were missed 

and all new policies, procedures, and security requirements, applicable to F/A duties that have 

been updated, modified, or implemented since the last time the F/A completed recurrent training. 

(7) T – This symbol indicates that targeted training and evaluation is conducted at the 

subject level. With targeted training, each subject must be covered every year during recurrent 

training and certain tasks, as indicated in the F/A QPS, and must be trained and tested at least once 

every three years. 

b. Targeted Training. Recurrent training incorporates targeted training; targeted training is 

developed by analysis and evaluation of events, reports, feedback, issues, or changes to air 

carrier safety policies, procedures, regulations or FAA guidance that has occurred in the previous 

year to determine what should be incorporated in the appropriate training programs. Targeted 

training gives air carriers the flexibility to determine what will be included at the sub-task level 

based on the analysis and evaluation. In targeted training, F/A QPS sub-tasks are guidelines, not 

training requirements.