<p>This study explored how 12 secondary mathematics Pre-service Teachers (PTs) embraced and/or resisted mathematical modeling and its pedagogy by collecting observational and spoken data through video recordings over a six-week mathematical modeling module. Through an open-coding process, we provide a distinct perspective in this study by delving into the underlying acceptance and resistance of PTs through examining their actions, decisions, interactions, and reflections, and a comprehensive understanding of their engagement with modeling. The results of our study revealed that although PTs demonstrated both acceptance and resistance, their acceptance was often superficial, while resistance emerged as more deeply rooted and influential—ultimately undermining their acceptance. We offer detailed explanations for these patterns of acceptance and resistance, shedding light on the dynamic interactions and experiences of PTs as they engage with mathematical modeling and its instructional practices.</p>