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Calibration followed the principles and theories of andragogy and adult learning and teaching, including an emphasis on the cognitive domain of learning, learner-centered instruction, and human resource development. These in combination with methods commonly used in aviation instruction aimed to increase the effectiveness of the calibration. Discussion of these combinations is included. A specific method for delivery of the calibration was provided along with a complete lesson plan. This study used a one-group pretest-posttest design. A group of 10 pilot school check instructors was measured before and after receiving rater calibration training. Statistical measures included raw inter- and referent-rater agreement percentages, Cohen’s kappa and kappa-like statistics for inter- and referent-rater reliability, Pearson product-moment correlations for sensitivity to true changes in pilot performance, and a standardized mean absolute difference for grading accuracy. Improvement in all the measurements from pretest to posttest was expected, but actual results were mixed. However, a holistic interpretation of the results combined with feedback from the check instructors showed promise in calibration training for pilot school check instructors. A thorough discussion of the limitations and lessons learned from the study, recommendations for pilot schools, and recommendations for future research is included.