Many schools are excited about drones, but a large number of drone programs stall or disappear within the first year. The issue is rarely student interest. It’s usually a few early decisions that make the program hard to teach, hard to manage, or hard to justify long term.
Below are the most common mistakes schools make when starting drone programs—and what successful programs do differently.
A key factor in successful drone programs is having a clear plan for curriculum development. Effective programs use a curriculum that is created with specific educational goals in mind and is ready for immediate classroom use. For example, the AIFS has created a high school curriculum focused on the use of drones in agriculture that is free of charge, fully adaptable, and ready for classroom implementation in fall 2023.
Mistake #1: Buying Drones Before Defining the Program
This is the most common starting point—and the most common failure point.
Schools often buy drones first and then try to figure out:
What students should learn
How teachers will teach it
How it fits into a CTE pathway
When goals aren’t clear, equipment choices are often wrong or underused.
What to do instead:
Define learning objectives, pathway alignment, and instructional goals first. Develop a comprehensive plan that includes structured modules to guide curriculum development and implementation. A well-designed drone curriculum consists of core modules on practical applications, equipment, regulations, and flight, ensuring all key areas are covered from the start. Choose equipment only after you know how it will support instruction.
Mistake #2: Assuming Drones Are Too Advanced for High School
Some schools delay starting drone programs because they believe drones are too complex, too technical, or too risky for students.
In reality, drones are already used by entry-level workers in construction, engineering, surveying, agriculture, and inspection roles.
High school is an appropriate place to introduce these skills. Drone curricula are also offered at the college level, and programs like CrossFlight’s High School and College courses are specifically designed to prepare students to pass the FAA Part 107 Remote Pilot Certification Exam.
What to do instead:
Use beginner-focused curriculum that introduces drone concepts gradually and focuses on applications, not advanced theory.
Mistake #3: Expecting Teachers to Be Drone Experts
Drone programs fail quickly when teachers feel overwhelmed.
If a curriculum assumes teachers already understand drone technology, teachers spend more time learning the content than delivering it. Confidence drops, and the program loses momentum.
What to do instead:
Choose curriculum designed for teachers with little or no drone background. Strong programs allow teachers to learn alongside students. Some programs, like those from USI, provide a ready-to-teach curriculum with instructor training and ongoing guidance from a dedicated customer success team, ensuring teachers have the support they need.
Mistake #4: Overbuying Expensive or Industrial Equipment
Mistake #4: Overbuying Expensive or Industrial Equipment
Many schools believe they need professional-grade drones to be taken seriously.
This often leads to:
Higher safety concerns
Fear of damage
Increased maintenance costs
Limited student access
Instead of helping, expensive equipment can slow instruction.
What to do instead:
Start with durable, beginner-friendly drones that are appropriate for classroom use. Scale equipment later if needed.
Mistake #5: Treating Safety as a Secondary Topic
Some programs focus heavily on flying and treat safety as a checklist item.
In school settings, this creates:
Administrative concern
Liability issues
Teacher hesitation
Program shutdown risk
Safety must be foundational, not optional.
What to do instead:
Build safety instruction directly into the curriculum, including rules, procedures, and expectations for responsible use. Emphasize the importance of both safety and security, especially for students interested in law, public safety, and related fields. Safety protocols should cover FAA regulations, risk assessments, and emergency procedures.
Mistake #6: Running One-Off Drone Activities Instead of a Program
Single drone activities are engaging, but they are not a program.
Without structure, schools struggle to:
Show learning progression
Assess student outcomes
Justify funding
Sustain the program year to year
What to do instead:
Use a structured sequence of lessons that move from fundamentals to real-world applications, with assessments along the way.
Mistake #7: Not Connecting Drones to Career Pathways
Drone programs struggle when they are treated as novelty electives.
Administrators and districts want clear answers to:
What careers does this support?
How does this align with CTE goals?
What outcomes can we measure?
Without those answers, programs are vulnerable during budget reviews.
What to do instead:
Clearly connect drone instruction to CTE pathways, workforce skills, and industry use cases. A strong drone curriculum can lead students to certifications and careers by integrating safety/regulations, technical skills, STEM applications, hands-on flight training, and career readiness.
Mistake #8: Mishandling Certification and Credentialing
Some schools avoid credential discussions entirely. Others assume every student must earn certification immediately.
Both approaches cause problems.
What to do instead:
Introduce credential concepts (such as FAA Part 107) at an appropriate level. Make certification optional and aligned to program goals, not mandatory for all students. Some drone curriculum options, like those from DARTdrones, DroneCurriculum.net, and USI, are specifically designed to help students prepare for and pass the FAA Part 107 Remote Pilot Certification Exam.
Mistake #9: Underestimating Student Engagement
Some schools worry students won’t take drones seriously.
In practice, drone programs often:
Re-engage students who struggle in traditional classes
Increase participation in CTE pathways
Improve attendance and motivation
Spark interest across STEM subjects
Successful programs foster a passion for learning and emphasize student engagement, as seen in DARTdrones’ curriculum design.
The issue is rarely engagement—it’s preparation.
Mistake #10: Trying to Do Everything at Once
Launching advanced curriculum, expensive equipment, certification prep, and multiple pathways at the same time overwhelms teachers and students.
What to do instead:
Start small. Build a strong foundation. Expand intentionally as confidence and support grow. Continue developing your drone curriculum over time, using customizable options like those from DARTdrones that can be tailored to meet evolving educational goals and student interests.
Understanding FAA Regulations
A successful high school drone program starts with a solid understanding of FAA regulations. The Federal Aviation Administration (FAA) sets the standards that protect public safety and ensure responsible drone operation in any school environment. For educators and students, learning about FAA Part 107 regulations is essential—these rules cover everything from airspace restrictions and drone registration to pilot certification requirements.
By embedding FAA regulations directly into the curriculum, schools not only teach students the basics of safe drone flight but also prepare them for real-world careers in the drone industry. Covering these regulations helps students understand why safety matters and how to operate drones responsibly, both in and out of the classroom. Educators can stay current by using resources from the FAA and STEM.org accredited programs, ensuring their high school drone program is always aligned with the latest federal guidelines and industry expectations.
Qualifying for Grants and Funding
Securing grants and funding is a key step in launching and sustaining a school drone program. Many organizations and agencies offer financial support for STEM education, especially when programs highlight their focus on drone technology, public safety, and career preparation. To stand out, schools should clearly demonstrate how their program supports student learning, follows FAA regulations, and prioritizes safety and industry certifications.
Highlighting the program’s commitment to education, technology, and workforce preparation can make a strong case for funding. Schools can also boost their chances by forming partnerships with local businesses and industry leaders, providing students with hands-on experiences and real-world connections. By aligning the program with grant objectives and showcasing its impact on students and the broader community, schools can attract the support needed to grow and sustain their drone technology initiatives.
Aligning with Educational Goals and Objectives
For a drone program to thrive, it must align with the school’s broader educational goals and objectives. Integrating drone technology into the curriculum gives students hands-on experience in high-demand STEM fields like programming, engineering, and design. These experiences help students develop critical skills such as problem-solving, collaboration, and creative thinking—skills that are essential for future careers.
A well-designed drone program supports cross-curricular learning, connecting subjects like math, science, and language arts through real-world applications. By focusing on both technical and soft skills, schools can ensure their program not only excites students but also prepares them for the future workforce. Aligning the program with educational priorities creates a strong foundation for student success and long-term program support.
What Successful Drone Programs Do Differently
What Successful Drone Programs Do Differently
Programs that last tend to:
Start with curriculum, not hardware
Support teachers with clear materials
Emphasize safety from day one
Align drones with real careers
Scale gradually over time
They focus on sustainability, not speed.
Integrating business skills and leadership into a drone curriculum is essential for long-term program sustainability and preparing students for real-world opportunities. DARTdrones offers comprehensive resources for schools, colleges, and workforce development instructors to teach their own drone classes.
Final Thoughts
Most drone program failures are not about technology. They are about planning, expectations, and support.
By avoiding these common mistakes, schools can build drone programs that are:
Practical
Safe
Sustainable
Aligned with workforce needs
And most importantly, programs that teachers enjoy teaching and students want to be part of. Preparing students for the agricultural careers of tomorrow means integrating modern technology and future-ready skills into the classroom.