Teaching science using models and modeling is a fundamental part of science education worldwide. Modeling is one of the core practices in the NGSS. This study examined secondary preservice science teachers learning and enactment of instructional practices related to modeling. As presented in this dissertation, the study has three major parts. In part I, a literature review examines linkages between Modeling-Oriented Assessment and Authentic Assessment with regards to its implications for prospective science teacher education. It is highlighted that MOA has essential characteristics of authentic assessment. This component of the study builds relationships between these conceptual domains in a novel way in order to provide new understanding for the use of modeling in science teacher education. In part II, research is reported in which prospective science teachers learned about and then implemented lessons focused on modeling. By teaching modeling activities to elementary science prospective teachers, the secondary prospective teachers exhibited behaviors that are consistent with pedagogical content knowledge (PCK). In addition, the prospective teachers recognized that modeling is an effective instructional strategy and has benefits for students related to the diverse forms of modeling. In part III of the study, research is reported on the adaptation of knowledge about Modeling-Oriented Assessment by prospective science teachers into rubrics that are planned for use with future students. Data analysis showed that the prospective teachers also added new categories that were not originally included in research related to MOA. The prospective teachers were not able to see benefit in the assessment of meta-modeling knowledge of future students. In addition, the prospective science teachers created filters such as fairness related to grading that were powerful influences on the final form of the created rubric. This dissertation showed the importance of experiences with modeling and opportunities for implementation of modeling in teacher education. By introducing MOA and authentic assessment into prospective teacher preparation courses, the knowledge of modeling can be enhanced with a comprehensive view of modeling. In addition, the study identified needs to support prospective teachers learning about assessment itself and meta-modeling knowledge in teacher education.