Mathematical modeling is a high-leverage topic, critical STEM education and civic engagement. This study investigates culturally responsive, school and community-based approaches that support mathematical modeling with elementary students. Specifically, we analyzed two modeling lessons in one fifth grade classroom, with a focus on how students drew upon their experiences and funds of knowledge as they engaged in the mathematical modeling process. Our findings illustrate different ways that students' experiences and situational knowledge informed and guided their modeling activity, including the quantities that they deemed relevant, and how they interpreted and refined their solutions. We also attend to the teacher's role in supporting such connections. Implications for mathematics teacher educators and research are included. [For the complete proceedings, see ED606556.]