The present study explores the evolution of prospective teachers’ understanding of mathematical modeling through the implementation of a modeling module. The findings reveal that though most prospective teachers had misconceived definitions of mathematical modeling prior to the module. The participants developed the correct understanding of modeling as an iterative process involving making assumptions and validating conclusions connected to everyday situations. Furthermore, the authors found that the participants translated the modeling cycle into practice. The authors indicate that the experience offered by mathematical modeling modules of this type can have a lasting positive effect in the prospective teachers’ quality of instruction.