Professional noticing has been stressed as one of the key professional competencies that teachers must develop. To date, there is a robust amount of literature on teacher noticing with a focus on students' mathematical thinking. However, we have thus far not found any study that focuses on teacher noticing of classroom situations in which mathematical modelling is to be fostered. A professional development program was designed; and five Chilean elementary teachers were enrolled. Participants analysed video recordings of real in-class teaching sessions from other colleagues or from their own teaching. Such recordings illustrated different characteristics of fostering (or not) the mathematical modelling in classroom. Results show modelling situations identified by teachers as well as characteristics that teachers identified on how the modelling was being fostered. Furthermore, results illustrate that identifying classroom situations in which mathematical modelling is fostered seems to be linked to the characterization that teachers have about modelling.