Incorporating modeling activities into classroom instruction requires flexibility with pedagogical content knowledge and the ability to understand and interpret students' thinking, skills that teachers often develop through experience. One way to support preservice mathematics teachers' (PSMTs) proficiency with mathematical modeling is by incorporating modeling tasks into mathematics pedagogy courses, allowing PSMTs to engage with mathematical modeling as "students" and as future "teachers." Eight PSMTs participated in a model-eliciting activity (MEA) in which they were asked to develop a model that describes the strength of the magnetic field generated by a solenoid. By engaging in mathematical modeling as "students," these PSMTs became aware of their own proficiency with and understanding of mathematical modeling. By engaging in mathematical modeling as future "teachers," these PSMTs were able to articulate the importance of incorporating MEAs into their own instruction.