U.S. Department

of Transportation

Federal Aviation

Administration

DRAFT

Advisory

Circular

Subject: Stall and Stick Pusher Training Date:

Initiated by: AFS-200

AC No: 120-STALL

Change:

FOREWORD

The primary goal of this draft AC is to provide best practices and guidance for training, testing,

and checking for pilots to ensure correct and consistent response to unexpected stall warnings, 

and/or stick pusher activations. This AC emphasizes scenario-based training (SBT) with a focus 

on prevention, recognition, and recovery at the first indication of a stall as the primary means of 

ensuring proficiency in stall recovery.

The information within this AC was developed based on a review of recommended practices 

developed by major aircraft manufacturers, labor organizations, air carriers, training 

organizations, simulator manufacturers, and industry representative organizations. The FAA 

recognizes that the content of this draft AC explains in further detail concepts proposed in the 

supplemental notice of proposed rulemaking (SNPRM), entitled Qualification, Service, and Use 

of Crewmembers and Aircraft Dispatchers, FAA Docket FAA-2008-0677, and corresponding 

flightcrew member training AC, regarding stall and stick pusher training. Following review of 

the comments regarding the stall and stick pusher training proposed in the SNPRM, this AC may

require additional revision. The FAA will review both the comments received in response to this 

AC and the SNPRM, and revise the documents accordingly to ensure consistency and 

standardization. Comments regarding this AC must be posted to the docket for this guidance at 

www.regulations.gov, Docket No. FAA-2011-1359, no later than January 12, 2012.

John M. Allen

Director, Flight Standards Service

DATE AC 120-STALL

iii

CONTENTS

Paragraph Page

CHAPTER 1. BACKGROUND INFORMATION .........................................................................1

1-1. BACKGROUND ..............................................................................................................1

1-2. GENERAL........................................................................................................................1

1-3. FSTD LIMITATIONS......................................................................................................1

1-4. DEFINITIONS/TERMS ...................................................................................................2

1-5. RELATED REGULATIONS ...........................................................................................3

1-6. RELATED FAA GUIDANCE .........................................................................................3

1-7. RELATED REFERENCES ..............................................................................................3

CHAPTER 2. STICK AND STALL PUSHER TRAINING PHILOSOPHY.................................4

2-1. GENERAL PHILOSOPHY..............................................................................................4

2-2. TRAINING PHILOSOPHY .............................................................................................4

2-3. STALL TRAINING..........................................................................................................4

2-4. PREVENTION TRAINING (AVOIDANCE AND RECOGNITION)............................5

2-5. RECOVERY TRAINING.................................................................................................5

2-6. RECURRENT TRAINING ..............................................................................................6

CHAPTER 3. GROUND SCHOOL/ACADEMIC TRAINING .....................................................7

3-1. GENERAL........................................................................................................................7

3-2. GROUND SCHOOL/ACADEMIC TRAINING..............................................................7

3-3. SIMULATOR STALL TRAINING .................................................................................9

3-4. PILOT STIMULATION...................................................................................................9

3-5. MANEUVER-BASED TRAINING .................................................................................9

3-6. REALISTIC STALL EXERCISES. ...............................................................................11

3-7. SBT .................................................................................................................................13

3-8. STARTLE TRAINING...................................................................................................14

CHAPTER 4. CONCEPTS FOR BUILDING DEMONSTRATIONS, SCENARIOS, AND 

RECOVERY TECHNIQUES........................................................................................................17

4-1. GENERAL......................................................................................................................17

4-2. CREWMEMBER ROLES AND RESPONSIBILITES..................................................18

4-3. TESTING/CHECKING APPROACH-TO-STALLS .....................................................18

4-4. STICK PUSHER TRAINING ........................................................................................20

4-5. RECOVERY PROCEDURES........................................................................................20

4-6. INSTRUCTOR/EVALUATOR TRAINING .................................................................20
AC 120-STALL DATE

iv

CHAPTER 5. STALL RECOVERY TEMPLATE .......................................................................21

5-1. AIRCRAFT COMMONALITIES ..................................................................................21

5-2. AIRCRAFT DIFFERENCES .........................................................................................21

5-3. STALL RECOVERY TEMPLATE................................................................................21

APPENDIX 1. SAMPLE DEMONSTRATIONS .......................................................................1

APPENDIX 2. SAMPLE TRAINING EVENT SCENARIOS ..................................................1

APPENDIX 3. FSTD CONSIDERATIONS ...............................................................................1
DATE AC 120-STALL

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CHAPTER 1. BACKGROUND INFORMATION

1-1. BACKGROUND. Based on accident review, there is growing concern within the FAA 

and industry regarding the increase in loss of control (LOC) accidents. A growing causal 

factor in LOC accidents is the pilot’s inappropriate reaction to the first indication of a stall 

and or stick/pusher event. The best practices set forth in this AC are designed to provide 

flightcrew members with the necessary tools to prevent, and also recover from, stall or 

stick pusher events.

1-2. GENERAL. There is significant evidence that pilots are failing to avoid conditions that may

lead to a stall, or fail to recognize the insidious onset of an approach-to-stall during routine 

operations in both manual and automatic flight modes. There is also evidence that some pilots 

may not have the required skills or training to respond appropriately to an unexpected stall or 

stick pusher event. Stall training should always emphasize reduction of angle of attack, as the 

most important response when confronted with any stall event. This advisory circular (AC) 

provides a series of best practices relating to the training, testing, and checking of stall warnings, 

aerodynamic stalls, and stick pusher activations and recommended recovery procedures.

1-3. FSTD LIMITATIONS . FSTDs which replicate transport category aircraft and are 

appropriately qualified by the FAA, as of 2011, can be reliably used for training to the first 

indication of a stall, which includes angles of attack up to the stall warning (i.e., pre-stall buffet, 

stick shaker, stall horn, warning lights). If such approach-to-stall training includes high-altitude 

stalls or stalls with moderate bank angles that significantly differ from objectively validated 

flight conditions, simulator operators should conduct additional testing to ensure adequate

fidelity in these training maneuvers (such as verification of stall warning speeds, stall buffet 

speeds, etc.). Simulators may also be used beyond the first indication of stall for demonstrations 

of the stick pusher (if installed); however, the simulator’s stick pusher force should be measured 

to ensure that it represents the airplane. 

a. Recommendations. For training to or past aerodynamic stall, additional testing and 

validation of the specific FSTD may be necessary. The FAA does not recommend post-stall 

training unless the simulator is tested and validated for such because the roll and yaw 

characteristics of the simulator may not be representative of the aircraft. 

b. Discussion. This recommendation is based partly on the variations among simulators 

due to evolving simulator standards, older simulators grandfathered into the latest standards, and 

the lack of objective criteria to judge whether the simulators reasonably represent the aircraft at a 

full stall. While some simulators may have the fidelity allowing training past the approach-tostall condition, the potential of negative training exists if simulated flight in this regime is not 

properly evaluated (through objective testing and evaluation by a SME pilot experienced in the 

stall characteristics of the aircraft).

c. Further Information. FSTD operators desiring to conduct full stall training as part of 

an FAA approved flight training program are encouraged to contact the National Simulator 

Program for additional guidance in evaluating an FSTD for such maneuvers.
AC 120-STALL DATE

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1-4. DEFINITIONS/TERMS. For the purpose of this AC, the following definitions and terms

are provided:

a. Aerodynamic Stall (VS). An aerodynamic loss of lift caused by exceeding the aircrafts

critical angle of attack.

b. Approach-to-Stall. Flight conditions bordered by stall warning and aerodynamic stall.

c. First Indication of a Stall. The initial aural, tactile, or visual sign of an impending 

stall, which can be either naturally or synthetically induced.

d. Flight Simulation Training Device (FSTD). A full flight simulator (FFS) or a flight

training device (FTD).

e. Instructor Operating Station (IOS). The interface panel between the FSTD instructor 

and the FSTD.

f. Landing Configuration. Starts at initial configuration change for commencing an 

approach until executing a landing, go-around, or missed approach.

g. Lift Curve. A depiction of an aircraft’s lift coefficient versus AOA. Typical lift curves 

show lift increasing proportionally with AOA until lift decreases due to airflow separation.

h. Maneuver-Based Training. Training that focuses on a single event or maneuver in 

isolation.

i. Scenario-Based Training (SBT). Training that incorporates maneuvers into real-world 

experiences to cultivate practical flying skills in an operational environment.

j. Secondary Stall. A premature increase in AOA that results in another stall event during 

stall recovery, prior to a stable flight condition being established.

k. Stall Event. Anytime the aircraft develops indications of an approach-to-stall or 

aerodynamic stall.

l. Stall Warning. A natural or synthetic indication provided when approaching a stall that 

may include one or more of following indications:

(1) Buffeting (some aircraft will buffet more than others),

(2) Reduced roll stability and aileron effectiveness,

(3) Low airspeed visual or aural indications,

(4) Reduced elevator (pitch) authority,

(5) Inability to maintain altitude or arrest rate of descent, and

(6) An aural or visual cue or stick shaker (if installed).
DATE AC 120-STALL

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m. Stick Pusher. A safety system that applies downward elevator pressure to prevent an 

airplane from exceeding a predetermined maximum angle of attack in order to avoid an 

aerodynamic stall.

n. Takeoff Configuration. Defined as the aircrafts normal configuration for takeoff, goaround, or missed approach until all flaps/slats are retracted. Retractable landing gear may be 

extended or retracted.

o. Uncoordinated Flight. Especially during turns, in which the horizontal and vertical 

forces acting on the aircraft are out of balance, resulting in a slip or a skid.

p. Undesired Aircraft State (UAS). A position, condition, or attitude of an aircraft that 

reduces or eliminates safety margins.

1-5. RELATED REGULATIONS. Title 14 of the Code of Federal Regulations (14 CFR) 

parts 61, 91 subpart K (part 91K), 121, 125, 135, and 142.

1-6. RELATED GUIDANCE (current edition):

 Safety Alerts for Operators (SAFO) (10012), Possible Misinterpretation of the Practical 

Test Standards (PTS) Language “Minimal Loss of Altitude.

 Information Alerts for Operators (InFO) 10010, Enhanced Upset Recovery Training.

 Order 8900.1, Volume 2, Air Operator, Air Agency Certification.

 Order 8900.1, Volume 3, General Technical Administration.

 Order 8900.1, Volume 5, Airman Certification.

 AC 61-67, Stall and Spin Awareness Training.

 AC 120-51, Crew Resource Management (CRM).

 AC 120-90, Line Operations Safety Audits (LOSA).

1-7. RELATED REFERENCES:

 Airplane Upset Recovery Training Aid 

http://www.faa.gov/other_visit/aviation_industry/airline_operators/training/media/AP_

UpsetRecovery Book.pdf.

 Defensive Flying for Pilots: An Introduction to Threat and Error Management Ashleigh 

Merritt, Ph.D. and James Klinect, Ph.D. (The University of Texas Human Factors 

Research Project 1- The LOSA Collaborative), 

http://homepage.psy.utexas.edu/homepage/group/helmreichlab/publications/pubfiles/T

EM.Paper.12.6.06.pdf.

 Culture, Threat, and Error: Assessing System Safety, Robert L. Helmreich, University

of Texas Human Factors Research Project, The University of Texas at Austin 

http://homepage.psy.utexas.edu/homepage/group/helmreichlab/publications/pub%20pr

oject/252.pdf.
DATE AC 120-STALL

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CHAPTER 2. STICK AND STALL PUSHER TRAINING PHILOSOPHY

2-1. GENERAL PHILOSOPHY. An effective, dedicated stall training program should provide 

pilots the skills to avoid UAS that increase the risk of encountering a stall or stick pusher event 

and be able to respond correctly and consistently to unexpected stall warnings, aerodynamic 

stalls, and stick pusher activations.

2-2. TRAINING PHILOSOPHY. This AC describes the stall and stick pusher training that a 

pilot should receive when employed by an operator. The training described herein may be 

completed either as stand-alone training or incorporated into other training areas as appropriate 

(i.e., Crew Resource Management (CRM), adverse weather training, etc.). Operators should 

include stall and stick pusher training (if installed) for pilots during:

 Initial new-hire training,

 Transition and/or requalification training (including stall and stick pusher training on 

the specific stall characteristics and recovery techniques for the specific airplane that 

the pilot is being trained on),

 Upgrade training, and

 Recurrent and/or refresher training (providing refresher training spread out over 3 years 

of academics, to include slow flight, stall recognition, and recovery maneuvers, and 

effective aeronautical decisionmaking to prevent stall events). The intent is to ensure 

the basic elements of stall training are covered during each training cycle.

2-3. STALL TRAINING. For the purposes of this AC, stall training includes academics, 

avoidance techniques, approach-to-stall, stick pusher functions (if installed), stall recognition, 

and stall recovery procedures. Crew procedures and CRM measures appropriate for avoidance, 

recognition, and recovery are also included. Training pilots how to respond appropriately to the 

startle factor when encountering an unexpected stall is an important part of an effective stall 

training program. Since evidence shows many unexpected stall events happen with autopilot and 

autothrottles engaged, stall training and checking should include both manual flight and flight 

with autopilot and/or autothrottles engaged.

a. Stall Prevention Training. Stall training may be broken into two main areas: 

prevention and recovery. Although a stall event begins at the first indication of a stall, training 

must also focus on the conditions, which, if unchecked, will lead to a stall. Prevention training 

teaches pilots to recognize conditions that will increase the likelihood of a stall event occurring 

as well as recognizing UASs that could result in a stall. Prevention training must include 

company’s standard operating procedures (SOP) and CRM for proper avoidance techniques as 

well as threat mitigation strategies.

b. Recommended Stall Recovery Training. The pilot’s top priority for any encounter 

with a stall event (whether approach-to-stall cues or a full aerodynamic stall) should be to 

assume that an actual stall has occurred or is imminent; hence, pilots should immediately execute 

the manufacturer’s/operator’s recommended stall recovery procedure.
DATE AC 120-STALL

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NOTE: If any differences exist between the recommendations in this 

AC and the aircraft manufacturer’s procedures, the manufacturer’s 

procedures take precedence.

c. Recurrent Training. Both prevention and recovery training should be continued 

throughout a pilot’s career. While basic aerodynamics and stall training is typically 

accomplished as part of a pilot’s private, commercial, and airline transport pilot (ATP) 

certifications, it is important to reinforce this basic training throughout their careers. It is 

incumbent on the operators and training organization to ensure that pilots are thoroughly

familiar with the characteristics associated with their specific airplane. Training 

organizations must also understand that some pilots may need to unlearn previous stall 

recovery techniques based on their previous knowledge and skill level.

2-4. PREVENTION TRAINING (AVOIDANCE AND RECOGNITION). Prevention 

training curriculums should emphasize the importance of stall avoidance by training pilots to 

recognize operational scenarios that, if not effectively monitored, will lead to a stall event. These 

training curriculums provide pilots with the knowledge and aeronautical decisionmaking skills to 

help prevent entering operational conditions that might lead to an unexpected stall. Desired 

training goals for prevention training should include the following:

 Proper recognition of operational and environmental conditions that could increase the 

likelihood of a stall event occurring,

 Knowledge of basic stall fundamentals, factors that affect stall speed, to include 

specific stall characteristics for the airplane the pilot flies and any implications for the 

expected flight operations,

 Proper aeronautical decisionmaking skills to avoid stall events (this element of 

prevention revolves around the concept of teaching effective analysis, awareness, 

resource management, mitigation strategies, and breaking the error chain through 

airmanship and sound judgment),

 Proper SOPs and CRM for avoidance techniques and threat mitigation strategies,

 Proper recognition of signs of an approaching stall so pilots can recognize conditions 

that can lead to an approach-to-stall, actual stall, and stick pusher event,

 Proper CRM procedures to optimize crew resources in recognizing and 

avoiding/managing potential stall events,

 Strategies to handle the startle (surprise) factor when pilots encounter an unexpected 

stall and/or stick pusher event, and

 Proper recognition of when the flight condition has transitioned from the prevention 

phase and into the recovery phase.

2-5. RECOVERY TRAINING. The primary focus of recovery training is to enable pilots to 

recognize an approach-to-stall and stall indications and to perform the approved stall recovery

procedure. Pilots should treat any approach-to-stall indication, stall warning device activation, 

stick shaker activation, or stall cue as a stall event and immediately perform the approved stall 

recovery procedure. Stall training should always emphasize reducing the aircraft’s angle of 

attack as one of the most important responses when confronted with a stall event. When 

confronted with a stall indication while maneuvering, the pilots should discontinue the maneuver 
AC 120-STALL DATE

Page 6 Par 1-8

until the appropriate stall recovery procedure is accomplished and the aircraft is returned to a 

safe flight condition. Desired training goals for recovery training should include the following:

 Proper recognition techniques so pilots can recognize an approach-to-stall, an actual 

stall, and a stick pusher event,

 Proper stall and stick pusher recovery procedure for their airplane if pilots should 

encounter a stall event,

 Proper techniques to recover the airplane to safe flight conditions after a stall and/or 

stick pusher event,

 Proper CRM procedures to optimize crew resources in recognizing and handling the 

stall recovery event, and

 Strategies to handle the startle (surprise) factor when pilots encounter an 

unexpected stall and/or stick pusher event.

2-6. RECURRENT TRAINING. Operators and training centers should include both academic 

and maneuvers training, as part of their required stall warning/stick pusher recurrent training 

cycles. Pilots should accomplish recurrent training on each type of aircraft for which they are 

qualified. Maneuvers training, including stick-pusher demonstration, should be conducted in the 

actual aircraft or in a qualified simulator. SBT should be accomplished during recurrent training 

without the pilot being pre-briefed on the event.
DATE AC 120-STALL

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CHAPTER 3. TRAINING METHODOLOGY

3-1. GENERAL. The training methodology for stall and stick pusher training should follow the 

building block approach of first introducing essential concepts and academic understanding 

before progressing to the practical application of those skills in the simulator environment. 

Similarly, familiarity with aircraft characteristics and development of basic recovery handling 

skills through maneuver-based training should precede their application in more realistic 

scenario-based profiles. This progressive approach will lead to a more complete appreciation of 

how to recognize approaching stall threats, respond appropriately in situations of surprise or 

startle, and recover effectively when required. Operators and training centers should develop 

training curriculums that provide pilots with the knowledge and skills to prevent, recognize, and 

recover from unexpected stall events. These training curriculums should contain the elements 

described below in this chapter.

3-2. GROUND SCHOOL/ACADEMIC TRAINING.

a. Academic Knowledge. Academic instruction establishes the foundation from which 

situational awareness (SA), insight, knowledge, and skills are developed. As in practical skill 

development exercises, academic knowledge should move from the general to the specific. 

Having pilots share their experiences about stall-related encounters or events is a useful way of 

bringing theoretical knowledge into an operational perspective.

b. Knowledge Areas. Flight training departments are currently required to develop and 

implement stall training academics as part of their approved initial and recurrent training 

curriculums. The knowledge areas below should be included as part of a pilot’s initial, transition, 

upgrade, and recurrent aircraft training curriculums.

(1) The understanding that a reduction of AOA is required to initiate recovery in both 

an approach-to-stall and full aerodynamic stall recovery situations;

(2) An awareness of the factors that may lead to an approach-to-stall or actual stall 

during automated and manual flight operations including: 

 AOA versus pitch angle,

 Decaying airspeed,

 Weight,

 G loading,

 Bank angle,

 Center of gravity (CG),

 Thrust and lift vectors,

 Power settings and application of power,

 Autothrottle protection,

 Wind shear,

 Configuration,

 Altitude,

 Uncoordinated flight,
AC 120-STALL DATE

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 Misuse of automation,

 SA, and

 Contamination (ice).

(3) Recognition of the approach-to-stall warning signs (to include first indications of an 

impending stall), such as:

 Aerodynamic buffeting,

 Aircraft handling qualities (e.g., roll and yaw instability),

 Stick shaker,

 Stick pusher,

 Aural and/or visual warnings,

 Decay of control effectiveness, and

 Any other cues related to the specific airplane design characteristics.

(4) Operation and function of stall protection systems in normal, abnormal, and 

emergency situations, including the hazards of overriding or ignoring stall protection system 

indications. Awareness of the factors that may lead such systems to fail, as well as degraded 

modes, indications, or behaviors that may occur with system failures;

(5) Effectiveness of control surfaces and the order in which the control surfaces lose 

and regain their effectiveness (e.g., spoilers, ailerons, leading edge devices, etc.);

(6) Specific stall and low speed buffet characteristics peculiar to the airplane type and 

any implications for the expected flight operations and airplane-specific stall procedures;

(7) Recommended recovery procedure (See Chapter 5);

(8) Initiation of the approved recovery procedure at the first indication of an impending 

stall, irrespective of whether the pilot believes it is an actual stall event;

(9) Buffet boundary and margins in flight planning and operational flying;

(10) The necessity for smooth, deliberate, and positive control inputs to avoid increasing 

load factors and secondary stalls;

(11) Avoiding cyclical or oscillatory control inputs to prevent exceeding the structural 

limits of the aircraft should be emphasized;

(12) Structural considerations, including explanation of limit load, ultimate load, and the 

dangers of combining accelerative and rolling forces (the rolling pull) during recoveries;

(13) Principles of high altitude aerodynamics, performance capabilities and limitations -

including high altitude operations, and flight techniques;

(14) Differences in aircraft performance (power available) during high versus low 

altitude operations, the effects of those differences on approach-to-stall/stall recovery, and the 

anticipated altitude loss during a recovery;
DATE AC 120-STALL

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(15) Stall-related accidents, incidents, Aviation Safety Action Program (ASAP), flight 

operations quality assurance (FOQA), and Aviation Safety Reporting System (ASRS) data for

the specific aircraft or aircraft type or class which is beneficial for enhancing the pilot’s 

knowledge and awareness of dangerous flight regimes or scenarios; and

(16) For airplanes equipped with a stick pusher, recommended recovery actions in 

response to stick pusher activation and the identification of inappropriate stick pusher activations 

(see Chapter 5).

NOTE: The FAA strongly recommends incorporation of applicable sections 

of the Airplane Upset Recovery Training Aid on stall aerodynamics and high 

altitude stalls into air carrier stall training programs. The Airplane Upset 

Recovery Training Aid is available on the web at: 

http://www.faa.gov/other_visit/aviation_industry/airline_operators/training/

media/AP_UpsetRecovery_Book.pdf.

3-3. SIMULATOR STALL TRAINING. Today’s simulators can be used to provide stall 

training up to stall warning and demonstration of the stick pusher (if installed). Training 

departments are encouraged to use the highest level FFS available when developing their stall 

training programs. Providing the pilot with the most realistic environment possible when training 

and evaluating stall/stick pusher events is the training’s primary emphasis.

3-4. PILOT STIMULATION. Whenever available, it is recommended that FFS (level C or D) 

be used for training and evaluation of stall events, including stick pusher training. Motion in a 

FFS should be used when a pilot needs to feel the stimulus and develop skill-based recognition 

and recovery behaviors that rely on motion for any approach-to-stall cue of the buffet, stick 

shaker, or stick pusher.

NOTE: Instructors must be familiar with the limitations that a particular 

FSTD may have and ensure that all pilots undergoing 

training/testing/checking are aware of these characteristics. For example, a 

particular FSTD may have limitations that affect its ability to accurately 

duplicate the motion cues associated with accelerated stall events or 

limitations to the simulator’s training envelope. 

MANEUVER-BASED TRAINING. Maneuver-based training focuses on the 

development or mastery of an individual task or tasks. Completion standards 

for these task(s) are typically prescribed and found in the associated 

regulation(s), an approved training program, and the appropriate Practical 

Test Standards (PTS). Stall and stick pusher training should include emphasis 

on the development of required motor skills to satisfactorily accomplish 

recoveries. Only limited emphasis should be placed on decisionmaking skills in 

the maneuver-based phase of stall training.

a. Maneuvers. Maneuver-based training should include the following tasks: 
AC 120-STALL DATE

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(1) Departure or approach stalls in configurations appropriate for the aircraft and 

conditions (normally encountered during intermediate level-offs, including missed approaches, 

and go-arounds),

(2) Cruise stalls (high and low altitude), and

(3) Landing configuration stalls.

b. Stall Scenarios. Stall scenarios for training the three tasks above should include train to 

proficiency for both level flight and turns using a bank angle of 15 to 30 degrees. If the airplane 

has an autopilot installed, training to proficiency for these stalls should be accomplished during 

manual and automated flight operations. Training should be conducted in both visual and 

instrument flight conditions. Training organizations need to take into account that some pilots 

may need to unlearn previous stall recovery techniques that emphasized minimum altitude or no 

altitude loss as the performance criteria.

c. Prevention Training. The recognition of operational and environmental conditions that 

could increase the likelihood of a stall event occurring.

 Knowledge of basic stall fundamentals, factors that affect stall speeds.

 The specific aircraft’s stall characteristics and any implications for the expected 

flight operations and airplane-specific stall procedures.

 The effects of autoflight and unexpected disconnects of the autopilot.

d. Recovery Training.

(1) The importance of promptly and correctly responding to all approach-to-stall 

indications, stall warning device activation, stick shaker activation, or other cues as an 

impending stall.

(2) The importance of promptly performing the approved stall recovery procedure.

(3) Emphasizing that reducing the aircraft’s AOA is the first and most important flight 

control input and most important response when confronted with a stall event.

(4) If the pilot experiences a stall indication while maneuvering, the pilot should 

discontinue maneuvering until the appropriate stall recovery procedure is accomplished and the 

stall indication(s) are eliminated.

(5) Desired training goals for recovery training should include the following:

(a) The pilot’s understanding of the approved stall and stick pusher recovery

procedure for the specific airplane,

(b) To increase the likelihood that pilots will respond correctly and consistently to 

unexpected stall warnings, aerodynamic stalls, and/or stick pusher activations, and
DATE AC 120-STALL

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(c) Proper Crew Resource Management (CRM) procedures to optimize crew 

resources in recovering from the stall event.

3-5. REALISTIC STALL EXERCISES.

a. Realistic Scenarios. Stall exercises should be conducted using realistic scenarios. Each 

operator should develop multiple and unique scenarios. The goal is to train pilots to be able to 

recover from any stall scenario, not just a select few. In all cases, the pilot should be instructed to 

recover at the first indication of a stall.

NOTE:“Airspeed low” indications may be seen on the airspeed display and 

low airspeed warnings may be displayed. The airspeed low indications should 

be ignored only for training these maneuvers.

Examples. The following examples (bank and autopilot use could be added to any of these) 

illustrate realistic stall scenarios that could be used for maneuver-based stall training.

(1) Departure profile or approach stalls with partial flap conditions.

(a) Instructor introduces a stall event during an intermediate level-off during 

departure with partial flaps extended. This would be realistic when done during a departure that 

requires a speed restriction (below clean maneuvering speed) until the airplane reaches a specific 

point on the departure. Once the pilot levels off, the instructor initiates the exercise by

disconnecting the autothrottles and reduces the thrust levers to idle. The instructor introduces a 

stall event during an intermediate level-off during the arrival with partial flaps extended and the 

speed brake extended. Once the aircraft levels off, the instructor may reduce the thrust levers to a 

setting inadequate to maintain level flight.

(b) On a visual approach, reduce power so that during base turn, while maintaining 

Visual Approach Slope Indicator (VASI)/precision approach path indicator (PAPI)/glideslope 

(GS), airspeed decays to the stall event.

(c) Established on instrument landing system (ILS) inbound from the final approach 

fix (FAF) with autopilot engaged, throttles are reduced to a setting inadequate to maintain 

airspeed on the GS.

(d) While maneuvering during circling approach with gear extended, instructor 

disconnects autothrottle and reduces thrust to idle. Aircraft could be in 15–30 degree bank.

(e) The effect of malfunctioning and/or deferred equipment on stall protection and 

stick pusher systems. (Such as radio altimeter (RA) malfunctions, autothrottle and stall/stick 

pusher protection systems, etc.)

(2) Clean/Cruise Stall. Near maximum ceiling for aircraft gross weight, instructor 

disconnects autothrottles (if equipped). Thrust is reduced and a realistic factor, such as a turn or 

weather phenomenon (i.e., mountain wave) may be introduced to cause the stall event.

(3) Landing Configuration Stall.
DATE AC 120-STALL

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(a) Established on ILS inbound from the FAF with autopilot engaged, throttles are 

reduced to a setting inadequate to maintain airspeed on the GS.

(b) While maneuvering during circling approach with gear extended, instructor 

disconnects autothrottle and reduces thrust to idle. Aircraft could be in 15–30 degree bank.

b. Considerations. In the simulator, an approach-to-stall checking event should be 

accomplished in a realistic profile with an entry altitude consistent with the expected operational 

environment. The entry parameters, including Weight and Balance (W&B), should be varied 

within aircraft limitations to allow a pilot to recognize and feel differences of motion sensations 

within the operating envelope of the aircraft. 

(1) Demonstrations. The purpose of demonstrations in the FFS is to illustrate the 

following principles and allow the pilot to obtain handling experience and motion sensations.

 Airplane flight characteristics in the high AOA/slow flight regime,

 Airplane stall characteristic,

 Importance of reducing AOA in recovery,

 Proper flying technique or procedure,

 Stall protection device activation, such as a stick pusher,

 Recovery after a stick pusher activation, and

 High speed buffet.

NOTE:Demonstrations may be used for training skills that are not required to 

be evaluated. Sample demonstrations are provided in Appendix 1.

(2) Emphasis Items. It is strongly recommended that an FFS be used whenever 

possible to enable the pilot to experience the motion sensations associated with the aircraft’s 

slow flight characteristics, and its approach-to-stall regime in various configurations and bank 

angles. (See Appendix 3 for additional qualification information on an FSTD.) Teaching points 

or emphasis items should focus on:

(a) How changes to factors such as weight, G loading, bank angle, and icing affect 

the handling characteristics and stall speeds of the airplane while maneuvering at minimum 

speeds.

(b) Stick forces associated with the disengagement of the autopilot when stall and 

stick shaker events occur with autopilot engaged.

(c) Approach-to-stall aerodynamic and visual/aural warnings for the specific 

aircraft, aircraft handling qualities (e.g., roll and yaw instability), aircraft noise, buffeting, stick 

shaker, and stick pusher (if installed).)

(d) Acceptance that reducing the aircraft’s AOA may often result in altitude loss. 

The amount of altitude loss will be affected by the aircraft’s operational environment (e.g., entry 

altitude, aircraft weight, density altitude, bank angle, aircraft configuration, etc.) and the crew’s 

timely response to the stall warning indications.
DATE AC 120-STALL

Par 3-6 Page 13

(e) Understanding that early recognition and return of the aircraft to a controlled 

and safe state are the most important factors in surviving approach-to-stall/stall recovery

situations (only after recovering to a safe maneuvering speed and AOA should the pilot focus on 

establishing an assigned heading, altitude, and airspeed).

(f) High altitude stalls and taking note of pitch rate differences, power available for 

the recovery, and altitude loss compared to low altitude stalls.

(g) At the completion of these exercises, the pilot should be able to respond 

correctly and consistently to unexpected stall warnings, aerodynamic stalls, and/or stick pusher 

activations.

3-6. Scenario Based Training (SBT). The purpose of SBT is to emphasize the development of 

critical thinking, flight management, and flying skills during normal line operations rather than 

solely on traditional part-task maneuver-based skill training. SBT should not be confused with 

using realistic scenarios for maneuver-based training. The goal of SBT is to accelerate the 

acquisition of higher-level decisionmaking skills by requiring the pilots to apply their entire 

acquired stall training knowledge and skills relating to stall avoidance, recognition, and recovery

during line-oriented flight training (LOFT). Stall SBT would normally be used during later 

stages of a type-training course and during recurrent training. Elements of scenario-based stall 

training should include the following:

a. Training Scenarios. When possible, training scenarios should include accident, 

incident, ASAP, FOQA, and or ASRS data to provide realistic opportunities to see how threat 

situations may develop and how they should be managed during line operations. This will 

facilitate the evaluation of real world events and teach appropriate responses to line-oriented 

situations.

b. Prevention (Avoidance and Recognition). Prevention (avoidance and recognition): 

This emphasizes proper aeronautical decisionmaking, CRM skills, enhancing a pilot’s SA of 

operational and environmental conditions that could increase the likelihood of a stall event 

occurring, increasing a pilot’s automation competence and knowledge, and emphasizing a pilot’s 

proportional control input to avoid or manage the stall event.

c. Autopilot and Autothrust. SBT could be accomplished with the autopilot and 

autothrust (if installed) engaged, as well as in situations with either or both of them disengaged.

Note: While it may be difficult to use autothrottles during maneuver-based stall 

training since autothrottles usually are disconnected and power reduced 

to idle, it is important to teach disconnecting the autopilot and 

autothrottle during stall recovery and develop stall scenarios where the 

autothrottle is engaged.

d. Briefing. Pilots would not normally be briefed ahead of time that they are receiving 

SBT. The concept is to put the pilots into line-oriented flying, which contains unexpected or 

expected stall threats, and allow the pilots to recognize and manage the threats as they develop 

during normal operations. SBT is also a good training tool to introduce a startle event by 
AC 120-STALL DRAFT DATE

Page 14 Par

inducing a surprise (unexpected) stall event in a realistic situation during normal operations. 

(Sample scenario lesson plans are provided in Appendix 2.)

3-7. STARTLE TRAINING. Startle is a factor in unintentional stall encounters. Although it 

may be difficult to create the physiological response of startle in the simulator environment, if 

achieved, startle events may provide a powerful lesson for the crew. An unexpected stall 

encounter in the aircraft may create confusion and other psychological/physiological effects 

resulting in crew ineffectiveness. An inadvertent event that develops on the autopilot may

present the pilot with a significant physical challenge from autopilot trimming. This is further 

complicated by the unfamiliar sound of a stick shaker, along with an alarm from autopilot

disconnect in many airplanes (not all). The effects of over-response on the flight controls may

complicate the situation to an unrecoverable flight condition, or risk catastrophic failure of the 

airframe.

a. Crew Training. All stall training programs should include startle/surprise training. The 

ultimate training goal should be to train the crew to manage startle and surprise while effectively 

recovering the airplane. Training the crew to manage the startle response followed by confirming 

the situation and then applying measured and proportional corrective inputs during realistic 

training scenarios can help to create an appropriate response during an actual stall during line 

operations.

b. Startle Training. The use of startle or surprise is an effective training tool that should 

be used within the limitations of the available simulation and should not be used in any checking 

event. It will not always be possible to surprise the crew with an approach-to-stall, but the 

reaction to a surprise event on the autopilot is well worth the instructor’s effort. Ultimately, the 

goal should be to train the crew to recover the airplane to safe flight despite the startling event.

NOTE: If the pilot’s response to an unexpected stall event will not achieve 

the desired recovery, the instructor should actively teach as required. The 

stall recovery procedure should be practiced until the recovery is 

accomplished within standards without coaching.

c. Programmed Scenarios. Startle could be improved in simulation with programmed 

scenarios introduced in an operational context after suitably distracting the pilot. One way to 

achieve a startle event is to develop realistic stall scenarios and have them pre-programmed as an 

IOS button in the simulator. When the crew becomes distracted or inadvertently sets themselves 

up for a stall event, the instructor may use the instructor operating system (IOS) button to 

introduce the stall in an operational context when the crew is not expecting it, achieving a 

surprise stall event in a realistic situation.

d. System Malfunction or Failure. Training should be conducted on the effects of 

malfunctioning and/or deferred equipment on stall protection and stick pusher systems, such as 

RA malfunctions, autothrottle, and stall/stick pusher protection systems, etc.

NOTE: When leading to a stall encounter, various system degradations or 

malfunctions may need to be introduced to distract the trainee or increase 

workload. Care should be taken that the system’s faults introduced do not 
DATE AC 120-STALL

Par 3-8 Page 15 (and 18)

detract from the primary learning objective of stall training. (Specifically, the 

introduction of pitot-static system failures could create confusion regarding 

stall occurrence due to high AOA versus false stall indications due to system 

failures introduced.) The introduction of multiple compounding malfunctions 

is also discouraged due to the improbable and confusing scenarios that may 

occur.

DATE AC 120-STALL

Par 4-1 Page 17

CHAPTER 4. CONCEPTS FOR BUILDING DEMONSTRATIONS, SCENARIOS, AND 

RECOVERY TECHNIQUES.

4-1. GENERAL. In addition to material covered in other sections of this AC, the following 

concepts need to be considered when developing a stall training curriculum and when building 

the recommended demonstrations and scenarios.

a. Realistic Environment. The history of accidents resulting from loss of control (LOC) 

following a stall indicates the need for providing realistic scenarios from which pilots may be 

taught to respond to inadvertent stall conditions.

(1) With one or two remarkable exceptions, most accidents have occurred following an 

approach-to-stall while flying on autopilot. Nonetheless, many air carriers and operators have 

traditionally trained their pilots to enter an approach-to-stall condition without the aid of an 

autopilot. The most challenging difference between an approach-to- stall event with the autopilot

engaged and one that was flown by the pilot, is the abrupt pitch and trim change commonly 

associated when the autopilot unexpectedly disconnects. This dramatic pitch and trim change 

typically represents an unexpected physical challenge to the pilot when trying to reduce angle of 

attack (AOA).

(2) The situation may be exacerbated in some aircraft by a pitch up moment resulting 

from the pilot increasing the power in response to the approach-to-stall warning. In addition to 

the dynamic pitch changes experienced, the noises associated with stick shakers and autopilot

disconnect alarms add to the confusion in the cockpit. These noises present a real distraction as 

well as an alert to the pilots and are not present unless the stall scenario is accomplished with the 

aircraft’s autoflight systems engaged. Today’s FFSs enable pilots to experience these effects 

without the risks associated with actual aircraft flights.

b. Emphasis on AOA. It must be emphasized that the only way to recover from a stall or 

an approach-to-stall is to reduce AOA, and such recovery will almost always result in some loss 

of altitude. In fact, in a very high altitude event, the recovery from an approach-to-stall may

require thousands of feet of descent.

c. High Altitude Stall. Jet aircraft and high-performance turboprops have very high 

cruising altitudes and little residual thrust is available. Pilots should be trained to make measured 

and proportional control inputs that acknowledge the extra sensitivity (increased pitch rates) of 

flight controls in this regime, and they must demonstrate the ability to sacrifice altitude to 

recover. Applicable sections of the Airplane Upset Recovery Training Aid on high altitude stalls 

should be used in air carrier training programs.

d. Automated Flight. The vast majority of incidents following approach-to-stall events in 

aircraft occur during automated flight. Approach-to-stall maneuvers should be practiced with 

autopilot on when available. When autothrottles are installed, the instructor/examiner may wish 

to disable them—with or without the pilots’ knowledge. Scenario-based stall events should 

include both AP and hand-flown scenarios.

e. Crew Concept. Since real world stall events normally surprise (or startle) the 

flightcrew, it is recommended that any line-oriented stall training event be introduced in such a 
AC 120-STALL DATE

Page 18 Par 4-1

way as to surprise all crewmembers if practical. If an instructor must use the pilot monitoring 

(PM) to help provide a surprise stall event to the pilot flying (PF), as soon as an approach-to-stall 

indication exists, the PM should resume proper crew responsibilities in the recovery.

f. Original Equipment Manufacturer (OEM) Procedures. The primary authority on 

approach-to-stall recovery is the aircraft manufacturer. Nothing in this AC should be construed 

as overriding OEM procedures.

g. Energy Management. Most stalls occur when sufficient altitude is available for the 

crew to recover. Pilots are to be trained and evaluated on their timely response and effective use 

of available energy (i.e., altitude and speed) when presented with a stall scenario. At no time 

should minimum altitude loss be a criterion for successful demonstration of an approach-to-stall 

or full stall recovery. Rather than instinctively using maximum power, the recovery should 

emphasize energy management and power application, as required depending on the situation. If 

the approach-to-stall occurs prior to the approach phase, the recovery may simply require a pitch 

over and an increase in power. If the approach-to-stall occurs much lower and ground contact 

becomes a factor, then a larger thrust increase may be required, which might result in an 

unstabilized approach at low altitude and result in a go-around. The successful recovery from a 

stall scenario requires the evaluator to consider the pilot’s response to the situation with which 

they are confronted.

h. Simulator Capabilities. Instructors and evaluators must understand the fidelity

limitations of the particular simulator.

i. Stall Entry. The tradition of having pilots memorize routines to enter an 

approach-to-stall is of little or no value for training for the actual inadvertent event in an aircraft. 

This AC recommends that the responsibility for the setup be shifted from the trainee to the 

trainer/evaluator. Therefore, the instructor/evaluator needs to demonstrate creativity in 

presenting the stall event.

4-2. CREWMEMBER ROLES AND RESPONSIBILITES.

a. Goals. The stall recovery should be approached utilizing the crew concept similar to 

handling any emergency condition. The most important factor in approach-to-stall/stall recovery

is crew recognition and the crew working together to return the aircraft to a controlled and safe 

state. If, for any reason, the aircraft does get into a stall or stick pusher situation, the crew must 

first recognize the Undesired Aircraft State (UAS) and manage the UAS until that state is 

mitigated.

b. Procedures. Operators should establish crewmember roles, responsibilities, and 

standard phraseology, as well as procedures for cross-checking and preventing loss of SA during 

the recovery. These procedures must be trained and evaluated during stall and approach-to-stall 

training events. These guidelines must conform to the manufacturer’s Aircraft Flight Manual 

(AFM) procedures.
DATE AC 120-STALL

Par 4-2 Page 21

4-3. TESTING/CHECKING APPROACH-TO-STALLS.

a. Recovery Procedures. This AC emphasizes both recognizing a stall event and 

completing the manufacturer-approved stall recovery procedures developed using the stall 

recovery template found in Chapter 5. Previous training and evaluation profiles that required a 

specific set of precise entry and recovery procedures have been replaced with scenario-based 

situations that are designed to replicate real world events. Additionally, recovery profiles that 

emphasize zero or minimal altitude loss and the immediate advancement of maximum power 

have been reevaluated. Emphasis is now placed on recognition and avoidance of those conditions 

that, if not corrected, will lead to a stalled condition. Recommended recovery procedures are 

based on eliminating the event(s) that may lead to a stalled condition. Recommended recovery 

procedures now emphasize:

 The immediate reduction of the aircraft’s AOA,

 Judicious management of thrust, and

 Returning the aircraft to a safe flying condition.

NOTE: Training organizations should adjust their stall evaluation criteria 

as appropriate and train their evaluators in these changes. The primary 

goal of checking should be to evaluate a pilot’s immediate response to a 

stall warning indication and their timely, correct accomplishment of the 

AFM-approved stall recovery procedure.

b. Evaluation Perimeters. The examiner (not the applicant) is responsible for establishing 

the flight conditions associated with the approach-to-stall configuration being evaluated. While 

the applicant may fly the entry profile, they are not being evaluated on the entry. The satisfactory

completion of the event is based on the pilot’s immediate response to a stall warning indication 

and if they accomplished the approved stall recovery procedure.

c. Evaluation Criteria. Evaluation criteria for a recovery from an approach-to-stall must 

not mandate a predetermined or minimum loss of altitude. Proper evaluation criteria must 

consider the variables that are present at the time of the stall warning and their effect on the 

recovery altitude. The pilot should recover to the maneuvering speed appropriate for the aircraft 

configuration without exceeding the aircrafts limitations or losing excessive altitude consistent 

with the aircraft performance capabilities. It is expected that some loss of altitude will occur 

during the recovery. The pilot should, however, give due consideration to clearance from terrain 

during the recovery. Failure to do so would be considered unsatisfactory performance.

d. Realistic Settings. In the simulator, an approach-to-stall checking event may be 

maneuver-based or scenario-based with an entry altitude consistent with normal operating 

environments. The entry parameters, including W&B, should be within aircraft limitations to 

ensure adequate performance for recovery from initial indications of a stall. During training, the 

trainee may be asked to ignore some aural and visual indications of impending stall in order to 

practice the more difficult control movements needed to recover from the stick shaker. During 

checking, the trainee should be evaluated on recovering at the first indication of stall, even if it is 

based on an aural or visual indication, even if it occurs before the stick shaker or stick pusher 

(if installed).
AC 120-STALL DATE

Page 20 Par 4-4

4-4. STICK PUSHER TRAINING. For aircraft equipped with a stick pusher, not only

academic training, but practical training in an FFS should be accomplished. It is important for 

pilots to experience the sudden forward movement of the control wheel during a pusher event. 

From observations, most instructors state that regardless of previous academic training, pilots (on 

their first encounter with a stick pusher) usually resist the stick pusher and immediately pull back 

on the control wheel rather than releasing pressure as they have been taught. Therefore, pilots 

should receive practical stick pusher training in a simulator in order to develop the proper 

response (allowing the pusher to reduce AOA) when confronted with the pusher. Stick pusher 

training should be completed as a demonstration/practice exercise, including repetitions, until the 

pilot’s reaction is to permit the reduction in AOA. Deliberate activation of the pusher is not an 

evaluated maneuver. A sample demonstration of stick pusher training is provided in Appendix 1.

4-5. INSTRUCTOR/EVALUATOR TRAINING.

a. Instructor Standardization. To ensure that instructors and evaluators responsible for 

the training and evaluation of stall training are adequately prepared and have command of the 

subject matter for accurate stall and stick pusher training, it is recommended that they receive a 

course of instruction on the contents of this AC. Knowledge of the subject areas contained in this 

AC is important for minimizing the risk of negative training. This training should focus on the 

practical application of these principles and the evaluation of a pilot’s understanding of his or her 

aircraft’s operating characteristics. Training organizations must be continually vigilant for 

revisions to the manufacturer’s approved procedures as well as these recommendations.

b. Simulator Limitations. Instructors/evaluators must have a clear understanding of the 

simulator limitations that may influence the stall/stick pusher training being conducted. 

Simulator limitations must be discussed with the students to prevent and/or mitigate any negative 

training that may result. Instructor/evaluator training must include:

(1) Understanding of the limitations of an individual simulator acceptable training 

envelope;

(2) G awareness/accelerated stall—description of the factors absent from the 

simulator’s programming that could be experienced in flight and their effect on stall speed, 

aircraft behavior, and recovery considerations;

(3) Motion cues—description of the limitations of motion cues typically present in most 

simulators after the first indication of stall and certainly after the stall break;

(4) An understanding that simulator fidelity will typically degrade as flight conditions 

approach unstable flight conditions such as a stall. Simulator fidelity is usually a direct function 

of the amount and quality of validation conducted in developing the flight simulator’s 

aerodynamic and other math model(s). Adequate simulator fidelity should not be assumed and 

appropriately qualified personnel experienced in simulator programming and validation should 

be consulted when designing training exercise in these areas; and

(5) Individual instructors/evaluators should be cautioned that significant deviations 

from validated flight maneuvers could result in significant degradation in simulator fidelity.
DATE AC 120-STALL

Par 5-1 Page 25

CHAPTER 5. STALL RECOVERY TEMPLATE

5-1. AIRCRAFT COMMONALITIES. Aircraft manufacturers (Airbus, ATR, Boeing, 

Bombardier and Embraer) created a stall recovery template that provides commonality among 

various aircraft that could be used by current and future aircraft manufacturers to develop 

aircraft-specific stall recovery procedures. For operators of aircraft for which the manufacture 

does not publish a stall recovery procedure, the FAA recommends the stall recovery template’s

use as a reference when developing operator specific stall recovery procedures. 

5-2. AIRCRAFT DIFFERENCES. The basic steps were identifying aircraft differences 

(stick pushers, stick shakers, turbojets versus turboprops, wing-mounted engines, tail-mounted 

engines, fly-by-wire and non-fly-by-wire, etc.), finding the commonalities, and proceeding to 

find a simple, easily understandable stall recovery template. In addition to presenting the 

recovery steps, the template also provides the rationale for each step of the procedure to enable 

manufacturers to better determine the applicability to their specific aircraft. The rationale 

includes the purpose of the step and the reason for its sequential placement in the checklist.

5-3. STALL RECOVERY TEMPLATE. The recommended stall recovery template for 

manufacturers is provided in Table 1, Stall Recovery Template (with Associated Rationale).

Although the procedures should apply to the majority of today’s airplanes, 

manufacturer-recommended procedures may deviate from those included in this AC due to 

specific airplane characteristics. Specific items, such as configuration changes (i.e., flaps 

extension), that could be required at a specific point during the recovery procedure are not 

included in the template, but will be included in a specific procedure for a particular airplane. A 

typical difference may be a configuration change (such as flaps extension) that could be required 

at a specific point during the recovery procedure. Manufacturers are expected to deviate from 

this template if the airplane operating characteristics require. Immediately complete actions per 

Table 1 at the first indication of stall (buffet, stick shaker, stick pusher, aural or visual indication) 

during any flight phases except at lift-off.

NOTE: Operators should work with their airplane manufacturer(s) to 

ensure they have the manufacturer-approved, airplane-specific stall recovery 

procedure in their operating manual.

NOTE: If any differences exist between the recommendations in this AC and 

the aircraft manufacturer’s procedures, the manufacturer’s procedures take 

precedence.

NOTE: Manufacturer’s lift-off procedures vary by airplane and are not 

represented in the following procedures.
AC 120-STALL DATE

Page 22 Par 5-3

TABLE 1. STALL RECOVERY TEMPLATE (WITH ASSOCIATED RATIONALE)

1 Autopilot and autothrottle......................................Disconnect

Rationale While maintaining the attitude of the aircraft, disconnect the autopilot 

and autothrottle. Ensure the pitch attitude does not change adversely

when disconnecting the autopilot. This may be very important in 

out-of-trim situations. Manual control is essential to recovery in all 

situations. Leaving the either the autopilot or the autothrottle connected 

may result in inadvertent changes or adjustments that may not be easily 

recognized or appropriate, especially during high workload situations.

2 a) Nose down pitch control... Apply until out of stall (no longer have 

stall indications)

b) Nose down pitch trim........................................As Needed

Rationale a) The priority is reducing the angle of attack. There have been numerous 

situations where flightcrews did not prioritize this and instead prioritized 

power and maintaining altitude. This will also address autopilot-induced 

full nose up trim.

b) If the control column does not provide the needed response, stabilizer 

trim may be necessary. However, excessive use of pitch trim may

aggravate the condition, or may result in loss of control or in high 

structural loads.

3 Bank..................................................................Wings Level

Rationale This orients the lift vector for recovery.

4 Thrust .................................................................As Needed

Rationale During a stall recovery, often times maximum power is not needed. 

When stalling, the thrust can be at idle or at high thrust, typically at high 

altitude. Therefore, the thrust is to be adjusted accordingly during the 

recovery. For engines installed below the wing, applying maximum 

thrust may create a strong nose-up pitching moment if speed is low. For 

aircraft with engines mounted above the wings, thrust application creates 

a helpful pitch-down tendency. For propeller-driven aircraft, thrust 

application energizes the airflow around the wing, assisting in stall 

recovery.

5 Speed brakes/Spoilers.................................................Retract

Rationale This will improve lift and stall margin.

6 Return to the desired flightpath.

Rationale Apply gentle action for recovery to avoid secondary stalls then return to 

desired flightpath.
DATE AC 120-STALL

Appendix 1

Page 1

APPENDIX 1. SAMPLE DEMONSTRATIONS

1. Two demonstrations were constructed using the philosophies and concepts described in this 

AC. The first is an approach-to-stall recovery with only idle thrust available that emphasizes the 

need to reduce angle of attack (AOA) to recover from a stall. The second is a stick pusher 

demonstration (if equipped) due to the importance for it being included in all current training 

programs.

2. Operators are encouraged to develop additional demonstrations to fit their training needs. The 

examples should be easily tailored to any transport category aircraft. The examples given are not 

intended to be limiting in any way. They are simply provided as a framework for development of 

an operator’s training program.

NOTE: If any differences exist between the recommendations in this AC and 

the aircraft manufacturer’s procedures, the manufacturer’s procedures take 

precedence.

EXAMPLES OF “DEMONSTRATION FOR STALL TRAINING”

DEMONSTRATION 1 Approach-to-stall recovery with only idle thrust 

available.

OBJECTIVE The pilot will recover from an approach-to-stall 

by reducing the AOA without applying power.

EMPHASIS AREAS  Crew coordination, and

 AOA management.

 It is important to emphasize that this 

demonstration is only intended to 

show that the airplane will return to 

controlled flight by simply reducing 

the AOA. It does not show the student 

the complete procedure for recovering 

from a stall or approach-to-stall 

condition.

FSTD SETUP 

CONSIDERATIONS

This demonstration may be completed in any 

aircraft configuration or any altitude that allows 

a recovery.

DEMONSTRATION ELEMENTS  At level flight, reduce thrust to idle.

 Increase AOA to achieve the first 

indication of a stall without regard to 

holding altitude.

 Upon the first indication of a stall, 

direct the crew to recover solely by

lowering the nose to reduce the AOA.

 The demonstration is performed with 

only idle thrust/power being used.

 The instructor will advise the student 
AC 120-STALL DATE

Appendix 1

Page 2

that the maneuver is complete when 

the student understands the need to 

reduce AOA for stall recovery.

DEMONSTRATION 2 Stick Pusher Demonstration (if equipped)

PURPOSE The pilot understands that stick pusher actuation is a stall 

protection safety device installed on the aircraft that must 

be relied upon and not overridden. The stick pusher is an 

automated control input when the aircraft approaches the 

critical AOA. If not resolved, the condition that activated 

the stick pusher will lead to a full aerodynamic stall and 

possible loss of control. The pilot should be able to 

perform the appropriate actions should a stick pusher 

actuation occur.

OBJECTIVE The pilot will allow the stick pusher to reduce the AOA to 

prevent an aerodynamic stall and then perform the correct 

recovery procedure without resisting the stick pusher.

EMPHASIS AREAS  Recognition.

 Crew coordination.

 AOA management: Allow the pusher to reduce the 

AOA and observe its effectiveness in preventing the 

aerodynamic stall (may be accomplished with or 

without additional thrust).

 Audible and visual warnings (environment and 

aircraft cueing).

 Effects of altitude on recovery.

 To avoid possible negative training, the instructor 

should inform the student all approach-to-stall 

indications leading up to the pusher must be 

disregarded in order for the pusher activation to 

occur. This is a good opportunity to demonstrate and 

re-emphasize all approach-to-stall cues.

 Crewmember understanding for airplanes equipped 

with a stick pusher, recommended recovery actions 

in response to stick pusher activation, including 

activation when in close proximity to the ground or 

at cruise altitude.

FSTD SET-UP 

CONSIDERATIONS

This demonstration may be completed in any aircraft 

configuration or any altitude that allows for a recovery.

DEMONSTRATION 

ELEMENTS

 In level flight, reduce thrust to idle.

 AOA should be increased to achieve the activation of

the stick pusher.

 Review approach-to-stall indications as they occur.
DATE AC 120-STALL

Appendix 1

Page 3 (and 4)

 Upon stick pusher activation, direct the crew to allow 

the pusher activation and then initiate recovery

procedure.

COMPLETION 

STANDARDS

 The pilot releases back-pressure at pusher activation 

and allows it to reduce the AOA.

 Recovers to the maneuvering speed appropriate for 

the aircraft’s configuration without exceeding the 

aircraft’s limitations or losing excessive altitude 

consistent with the aircraft performance capabilities. 

It is expected that some loss of altitude will occur 

during the recovery.

 The maneuver is considered complete once a safe 

speed is achieved and the aircraft stabilized in level 

flight.

DATE AC 120-STALL

Appendix 2

Page 1

APPENDIX 2. SAMPLE TRAINING EVENT SCENARIOS

Three scenarios were constructed using the philosophies and concepts described in this AC. They

include clean configuration, high altitude departure, and landing configuration stalls. Operators 

are encouraged to develop additional scenarios that fit their training needs. The examples should 

be easily tailored to any transport category aircraft. The examples given are not intended to be 

limiting in any way, they are provided as a framework for developing an operator’s training 

program.

NOTE: If any differences exist between the recommendations in this AC and 

the aircraft manufacturer’s procedures, the manufacturer’s procedures take 

precedence.

SCENARIO 1: CLEAN APPROACH-TO-STALLS (HIGH ALTITUDE)

INSTRUCTOR ROLE Implement scenarios that that result in an unexpected 

approach-to-stall near the aircraft’s maximum 

operating altitude.

OBJECTIVE The pilot will recognize the stall, immediately reduce 

angle of attack (AOA), smoothly increase thrust to 

maximum available, and sacrifice altitude as necessary

to complete the recovery. The pilot should 

demonstrate willingness to trade altitude for airspeed 

to accomplish an expeditious recovery from a stall 

event.

EMPHASIS AREAS  Recognition and recovery.

 Crew coordination.

 AOA management.

 Out of trim control forces at autopilot 

disconnection.

 Aural and visual warnings (environment and 

aircraft cuing).

 Surprise and startle.

 Roll instability and buffeting.

 Effects of multiple levels of automation.

 Effects of altitude on recovery.

 There is no predetermined value for altitude loss 

and maintaining altitude during recovery is not 

required. Proper evaluation criteria should 

consider the variables that affect the recovery

altitude.

FSTD SETUP 

CONSIDERATIONS

This scenario will be conducted near maximum 

operating altitude for the specific aircraft weight and 

temperature. Crew distractions may be used (e.g., 

minor malfunctions, air traffic control (ATC)

EXAMPLES OF SCENARIOS FOR STALL TRAINING
AC 120-STALL DATE

Appendix 2

Page 2

instructions, weather). Use of simulator capabilities to 

induce approach-to-stalls may include:

 Airspeed slewing.

 Attitude changes.

 Aircraft weight and center of gravity (CG)

changes.

 Environmental changes.

 Systems malfunctions (e.g., full or partial 

pitot/static blockage, artificial thrust reduction, 

surreptitious disabling of automation).

SCENARIO ELEMENTS  At level flight with the autopilot on, reduce 

thrust to less than adequate for maneuvering 

flight.

 Upon the first indication of a stall, disconnect 

the autopilot (if applicable), adjust attitude as 

necessary to recover from the approaching stall, 

roll wings level, and call for and set maximum 

thrust.

 The necessity for smooth, deliberate, and 

positive control inputs to avoid increasing load 

factors and secondary stalls.

 During recovery, if the pilot is aggressive and 

increases load factor too early, approach-to-stall 

cues should be recognized and appropriate 

action taken to decrease load factors to avoid 

stick pusher actuation (if installed). If stick 

pusher activates, it must be allowed to act and 

then appropriate recovery action should be 

taken.

COMPLETION 

STANDARDS

 The pilot will perform a deliberate and smooth 

reduction of AOA.

 Positive recovery from the stall or 

approach-to-stall takes precedence over 

minimizing altitude loss.

 Appropriate application of power to accelerate 

and enable an expeditious recovery.

 The return of the aircraft to safe flight without 

encountering a secondary stall.

 The maneuver is considered complete once a 

safe speed is achieved and the aircraft stabilized 

in level flight.

 Satisfactory crew coordination must be 

demonstrated.

COMMON STUDENT 

ERRORS

 Recovery is attempted with power instead of 

reducing AOA.
DATE AC 120-STALL

Appendix 2

Page 3

 Under/over control of pitch inputs.

 Student fails to recognize impending secondary

stall.

 Reluctance to sacrifice significant altitude.

 Student fails to distinguish between high speed 

and low speed stall.

 Student increases the load factor too quickly and 

gets approach-to-stall cues or stick pusher 

activation.

SCENARIO 2: DEPARTURE APPROACH-TO-STALL WITH PARTIAL FLAPS

INSTRUCTOR ROLE Implement scenarios that result in an unexpected 

approach-to-stall on departure prior to all gear and 

flaps fully retracted.

OBJECTIVE The pilot will recognize the stall, immediately reduce 

AOA, increase thrust to maximum available, sacrifice 

altitude as necessary, and return to assigned heading 

and altitude to complete the recovery. Factors to 

consider are:

 AOA management,

 Level of automation,

 Necessary actions should the autopilot and/or 

autothrottles inadvertently disconnect,

 Audible and visual warnings, and

 Situational awareness (SA) including altitude

available for recovery.

EMPHASIS AREAS  Recognition and recovery.

 Crew coordination.

 AOA management.

 Out-of-trim control forces at autopilot 

disconnect (if engaged).

 Aural and visual warnings (environment and 

aircraft cueing).

 Surprise and startle.

 Roll instability and buffeting.

 Effects of multiple levels of automation.

 Effects of altitude on recovery.

 There is no predetermined value for altitude 

loss, and maintaining altitude during recovery is 

not required. Proper evaluation criteria should 

consider variables that affect the recovery

altitude.

FSTD SETUP 

CONSIDERATIONS

The scenario will be conducted during takeoff and/or 

departure, at an altitude that will allow for a recovery. 
AC 120-STALL DATE

Appendix 2

Page 4

Crew distractions may be used (e.g., minor 

malfunctions, air traffic controller (ATC) instructions, 

weather). Use of simulator capabilities to induce 

approach-to-stalls may include:

 Airspeed slewing,

 Attitude changes,

 Aircraft weight and center of gravity (CG)

changes,

 Environmental changes, and

 Systems malfunctions (e.g., full or partial 

pitot/static blockage, artificial thrust reduction, 

surreptitious disabling of automation).

SCENARIO ELEMENTS  Upon the first indication of a stall, disconnect 

the autopilot (if applicable), adjust attitude as 

necessary to recover from the approaching stall, 

roll wings level, and set thrust as required to 

effect a timely recovery.

 During recovery, the pilot should not allow the 

airplane to reach the AOA for the stick pusher 

to activate. If the stick pusher activates, it must 

be allowed to act and then appropriate recovery

action should be taken by the pilot.

 When recovery is assured, adjust the pitch 

attitude to initiate a climb to the assigned 

departure altitude.

COMPLETION 

STANDARDS

 The pilot will perform a deliberate and smooth 

reduction of AOA.

 Positive recovery from the stall event takes 

precedence over minimizing altitude loss.

 Appropriate application of power to accelerate 

and enable an expeditious recovery.

 The return of the aircraft to safe flight without 

encountering a secondary stall.

 The maneuver is considered complete once the 

flight reaches and stabilizes at the assigned 

departure altitude.

 Satisfactory crew coordination must be 

demonstrated.

COMMON STUDENT 

ERRORS

 Recovery is attempted with no loss of altitude.

 Recovery is attempted without recognizing the 

importance of pitch control and AOA.

 Rolling wings level prior to AOA reduction.

 Failure to roll wings level to improve 

performance.

 Losing situational awareness (SA) and failing to 
DATE AC 120-STALL

Appendix 2

Page 5

return to assigned flightpath or follow ATC 

instructions after recovery.

SCENARIO 3: LANDING CONFIGURATION STALLS

INSTRUCTOR ROLE Implement scenarios that result in an unexpected 

approach-to-stall during an approach.

OBJECTIVE The pilot will recognize the stall warning, immediately

reduce AOA, increase thrust to maximum required, 

sacrifice altitude as necessary, and proceed with the 

missed approach to complete the recovery.

NOTE: Some aircraft, when trimmed 

excessively nose up, may not be controllable 

with maximum thrust until trimmed down.

Factors to consider are:

 AOA management,

 Level of automation, 

 Necessary actions should the autopilot and/or 

autothrottles disconnect,

 Aural and visual warnings, 

 Situational awareness (SA), including altitude 

available for recovery, and

 The performance of a missed approach or 

reestablishing a safe flightpath for landing.

EMPHASIS AREAS  Recognition and recovery.

 Crew coordination.

 AOA management.

 Out-of-trim control forces at autopilot

disconnect (if engaged).

 Aural and visual warnings (environment and 

aircraft cueing).

 Surprise and startle.

 Roll instability and buffeting.

 Effects of multiple levels of automation.

 Effects of altitude on recovery.

 There is no predetermined value for altitude loss 

and maintaining altitude during recovery is not 

required. Proper evaluation criteria should 

consider variables that affect the recovery

altitude.

FSTD SETUP 

CONSIDERATIONS

The scenario will be conducted during approach to 

landing in the landing configuration, at an altitude that 

will allow for a recovery. Crew distractions may be 

used (e.g., minor malfunctions, air traffic control

(ATC) instructions, weather). Use of simulator 
AC 120-STALL DATE

Appendix 2

Page 6

capabilities to induce approach-to-stalls may include:

 Airspeed slewing,

 Attitude changes,

 Aircraft weight and center of gravity (CG)

changes,

 Environmental changes, and

 System malfunctions (e.g., full or partial 

pitot/static blockage, artificial thrust reduction, 

surreptitious disabling of automation).

SCENARIO ELEMENTS  At 1,000 feet above ground level (AGL), reduce 

thrust to be inadequate to maintain a safe speed 

or descent angle, and results in an increase in

AOA to maintain glidepath.

 Upon the first indication of a stall, disconnect 

the autopilot (if applicable), adjust attitude as 

necessary to recover from the approaching stall, 

roll wings level, and call for and set thrust as 

required to effect a timely recovery.

 During recovery, the pilot should not allow the 

airplane to reach the AOA for the stick pusher 

to activate. If the stick pusher activates, it must 

be allowed to act and the pilot should than take 

appropriate recovery action.

 When recovery is assured, adjust the pitch 

attitude to initiate a climb to comply with 

missed approach instructions.

COMPLETION 

STANDARDS

 The pilot will perform a deliberate and smooth 

reduction of AOA.

 Positive recovery from the stall or approach-tostall takes precedence over minimizing attitude 

loss.

 Appropriate application of power to accelerate 

and enable an expeditious recovery.

 The return of the aircraft to safe flight without 

encountering a secondary stall.

 The maneuver is considered complete when safe 

speed has been achieved and the pilot initiates 

the missed approach.

 Satisfactory crew coordination must be 

demonstrated.

COMMON STUDENT 

ERRORS

 Recovery is attempted with no loss of altitude.

 Recovery is attempted without recognizing the 

importance of pitch control and AOA.

 Rolling wings level prior AOA reduction.

 Failure to roll wings level to improve 
DATE AC 120-STALL

Appendix 2

Page 7 (and 8)

performance.

 Losing situational awareness (SA) and failing to 

return to assigned flightpath and complete a 

missed approach, or follow ATC instructions 

after recovery.

AC 120-STALL DATE

Appendix 3

Page 1

APPENDIX 3. CONSIDERATIONS FOR STALL AND STICK-PUSHER TRAINING

1. SUMMARY OF SIMULATOR CAPABILITIES. A summary of today’s simulator 

capabilities for stall and stick-pusher events are listed below. Figure 1, Stall Regions, below 

graphically depicts the regions referred to in the summary. Note that this figure represents the 

case where the pusher activates prior to a stall, which is not always the case.

(1) Today’s simulators may train satisfactorily to stall warning.

(2) Today’s simulators may train satisfactorily to the stick pusher provided:

(a) The maneuver is conducted in second segment climb and approach or landing 

based on qualification test guide data conditions (e.g., Mach number, altitude, environmental, 

configuration, etc.),

(b) The pusher force is validated to ensure that it is representative of the airplane 

(it is not presently evaluated), and

(c) The pusher is the type that activates before aerodynamic stall, as in this regime 

the aerodynamics will typically be linear and the associated roll and yaw characteristics should 

adequately represent the aircraft.

(3) Training providers who wish to provide training beyond stall warning (or stick 

pusher if so equipped) should contact the FAA National Simulator Program for 

evaluation considerations.

L

I

F

T

Angle of attack

Stall warning

CL Max

Stick pusher*

* Stick pusher if installed

Approach to Stall Stalled

Aerodynamic stall 

(i.e.,critical angle of attack)

L

I

F

T

Angle of attack

Stall warning

CL Max

Stick pusher*

* Stick pusher if installed

Approach to Stall Stalled

Aerodynamic stall 

(i.e.,critical angle of attack)