Kenia’s Problem is an example of a modelling task that involves an existing model—a model that is presented to modellers and from which they can commence their modelling process. Evidence from the work of a pair of 11th-grade precalculus students illustrates how the task, presented with accompanying directions and targeted information about the problem context, within the online modelling environment M2Studio, provides novice modellers with opportunities to engage with the modelling process. Our findings suggest that tasks incorporating an existing model have the potential to aid teachers’ scaffolding strategies and focus students’ cognitive actions on understanding, interpreting, and simplifying an already framed situation and provide the opportunity for students to engage in modelling without inhibiting their decision-making.