Mathematical modelling has several valuable properties that address a number of pedagogical issues. As such, it makes for an excellent classroom exercise. First and foremost, it reinforces the insight that mathematics is nearly ubiquitous. It is all around us, hiding in plain sight. Secondly, in contrast to textbook problems which are often highly artificial, mathematical modelling is decidedly real. Next, it serves to un-silo the curriculum. As mathematics students advance, they populate their toolbox with more and more tools. However, these tools are generally course specific. Algebra tools in algebra class, calculus tools in calculus class, and so on. In attacking a modelling problem, the student needs to decide what tool to pick up and how to apply it. Finally, modelling is empowering in that it allows, indeed it requires, the student to decide for herself what the salient features of a problem are and which features are extraneous and can safely be suppressed.