This dissertation study uses an alternative dissertation format to deliver two separate but interrelated studies. As a whole, the dissertation is connected by a single overarching research question: "What are the characteristics of effective, meaningful, and equitable science instruction through modeling and how do teachers' pedagogical content knowledge and epistemological beliefs influence their implementation of model-based instruction?" In the first study, a systematic literature review is conducted to examine changes in modeling pedagogies since the release of the "Next Generation Science Standards" (NGSS). This review adopts two conceptual frameworks which support analyses of the corpus of literature to discern how modeling pedagogies used in research are addressing the multidimensional, meaningful, and equitable aspects of modeling as well as how modeling pedagogies help to leverage models/modeling as a scaffold on which other science and engineering practices might be supported. Findings reveal modeling pedagogies utilized in these studies have evidence of multidimensionality and equity, although there is less evidence that pedagogies are meaningful. The review also showed that modeling has the potential to be used across the inquiry cycle, showing how modeling connects to each of the other seven NGSS science and engineering practices. There is progress being made in the way teachers and researchers conceive of modeling pedagogies when compared to reviews of modeling in science education prior to the release of NGSS. However, these changes showcase concerns that are emerging as a result and one notable concern is the tension between modeling pedagogies which support consensus-making versus those that support achieving heterogeneity in the classroom. Suggestions are made for future directions both in research and practice. In the second study, the coding scheme developed for the systematic literature review is employed in the context of a concurrent triangulation mixed methods study to analyze the ways in which two teachers' pedagogical content knowledge (PCK) and epistemic beliefs (EBs) influence their instructional decisions and chosen modeling pedagogies during their first semester of implementing a reform-based teaching approach called Modeling Instruction. This investigation is needed to better understand why science teachers often struggle to adopt and implement reform-oriented approaches to science teaching, using PCK and EBs as lenses to explore this issue. PCK and EBs were examined as separate entities and combined entities to understand whether these two constructs interact to influence instructional decisions. Findings related to PCK revealed that: (1) teachers are more likely to enact their orientations to teaching science when supporting students to evaluate and deploy models, (2) pressure to cover science content may inhibit the integration of PCK components, and (3) there are times when measured PCK does not entirely explain a teachers' in-the-moment decisions. Findings related to EBs revealed connections between epistemic alignment and classroom practice as well as epistemic uncertainty and reflective practice. In examining interactions between EBs and PCK, it was found that these two constructs interact during reflection-in-action and reflection-on-action but in different ways. The study concludes with practical and research implications. For practice, support for teachers to reflect on EBs in professional development or mentorship using concepts of uncertainty or methods for strengthening epistemic alignment are suggested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]