This exploratory study studies the potential of mathematical modeling to include Calculus courses as contributors to the development of critical thinking among students. To do this, we conducted semi-directed interviews with 8 teachers in whom we sought to identify their relationship (Therriault, 2008) to mathematics, critical thinking and mathematical modeling knowledges. During a second meeting, we had them try a modeling activity of their choice from those offered on the Via Math website. Through the data collected, we were able to first identify benefits and limitations related to the integration of modeling into teaching practice. Then, we were able to identify associations between modeling phases (Caron, 2008) and critical thinking competencies (Heard et al., 2020). The results show that mathematical modeling, in principle, promotes the development of critical thinking. In addition, it allows mathematical concepts to be contextualized in real situations, thus strengthening student engagement and their ability to establish interdisciplinary connections. However, integrating mathematical modeling into teaching presents challenges. Teachers express limited comfort with modeling phases and critical thinking skills, highlighting particular difficulties in mathematization and mathematical processing. Some mentioned a lack of specific training in modeling and a lack of time related to the prescribed content to be covered in class. Despite these challenges, teachers recognize critical thinking as an important skill to develop across their discipline and remain open to integrating approaches into their teaching that promote a conceptual understanding of mathematics.