This review of literature explores the improvement of the knowledge of science teachersby looking at their modeling competence and Pedagogical Content Knowledge (PCK) of scientific models and modeling. Also, to connect past work on specific science practices to Model-Based Inquiry (MBI), emphasize MBI literature, and determine gaps regarding knowledge concerningMBI efficacy at the secondary and higher education levels. MBI is considered a relevant approach for developing students' knowledge of topics in science by engaging them in science practices. By involving students in genuine science practices,