Mathematical modeling is crucial in the field of education, particularly in mathematics, as it enhances students' mathematical skills and prepares them for solving real-world problems. The study focuses on the challenges of teaching mathematical modeling, specifically in the Malaysian education system. We utilized a case study approach, involving five participants selected purposefully, comprising three females and two males. Data collection primarily involved interviews, with the collected data undergoing thematic analysis for a thorough examination. The process of conducting thematic analysis involves several systematic steps, including familiarization with the data, generation of initial codes, searching for themes, reviewing and refining these themes, defining and naming them, and ultimately producing a thematic map or report. We found Malaysian educators encounter difficulties in teaching mathematical modeling due to deficiencies in content and pedagogical knowledge, assessment methods, low student interest, and time constraints. This suggests a need for comprehensive reforms in curriculum design, professional development, assessment practices, and instructional strategies to enhance the effectiveness of mathematical modeling instruction.