Mathematical models have a substantial impact at all levels of society, and hence mathematical modelling stands as an important topic in mathematics education. Mathematical modelling has a particular pedagogical/didactical discourse as modelling continues to garner attention in educational research. Diagrammatic representations of mathematical modelling processes are increasingly being used in curriculum documents on national and transnational levels. In this chapter, we critically discuss one of the most frequently used representations of modelling processes in the literature, namely, that of the modelling cycle, and offer alternative representations to more fully capture multiple aspects of modelling in mathematics education.