"Algebra-as-gatekeeper" is a powerful paradigm that structures students' experiences within mathematics class, as well as their future educational trajectories. In this paper, I show how modeling--when conceived as a culturally relevant practice--can support students to make sense of the key ideas of algebra as well as develop positive mathematical identities. This requires two important facets: 1) that students see themselves reflected in the contexts that are mathematized and 2) that they are positioned to be creative, sense-making story builders and storytellers of this mathematics. Results from my semester-long design study with adolescent girls of color illustrate the potential of modeling, especially for students who often experience the greatest barriers to participation, engagement, and learning within the high school mathematics class.