This paper elaborates on the theoretical conceptualization of a so-called dual integrated modeling approach to the teaching and learning of modeling and the teaching and learning of mathematics through modeling. Departing from a sociocultural perspective on teaching, the models and modeling perspective, and using the previously developed theoretical constructs of the Teaching Triad and the Expanded Mediated Triangle, we discuss modeling in terms of (i) micro modeling in which modeling is used as a vehicle to teach and learning other curricula content; and (ii) macro modeling in which modeling is a self-standing mathematics curricula goal. We illustrate this dual integrated approach by analyzing and discussing a lower secondary teachers’ implementation of a modeling activity focusing on a simple statistical investigation and measures of central tendency in statistics.