The increase in academic studies in the field of mathematical modeling in recent years has increased the interest and need for the use of mathematical modeling in mathematics courses. Therefore, it is important to know how mathematical modeling is handled in order to effectively carry mathematical modeling to the learning environment and for individuals to handle real life situations mathematically and produce solutions. Different perspectives and approaches adopted in the process of handling mathematical modeling are reflected differently in mathematics teaching. Different perspectives also differentiate the definition of mathematical model, the goals of mathematical modeling, modeling activities, research focuses and purposes of using mathematical modeling. In this section, the purpose for which mathematical modeling is used in learning environments, its impact on mathematical modeling competencies in accordance with the purpose of use, how to evaluate mathematical modeling competencies in the learning environment created in accordance with this purpose, and the features that should be present in learning environments are presented by compiling from different studies. In addition, in order to overcome these difficulties while preparing a learning environment to develop mathematical modeling competencies, knowing them in advance will be useful for learners and instructors to achieve the desired goals. These difficulties that may be encountered are presented based on the literature.