This chapter presents a literature review exploring how mathematical modelling as a vehicle in vocational mathematics education can be understood in terms of connecting vertical and horizontal mathematising, and what type of components of authenticity has been established to emphasise authentic learning opportunities. The results show six examples illustrating the diversity in how both vertical and horizontal mathematising can be achieved. In addition, the following key components for authentic learning to develop the teaching of mathematics at vocational education were identified: teamwork, identity, mathematics in artefacts and outputs as well as client and consumer perspective. The chapter ends with a discussion of how the mathematical modelling research community can advance if more research studies on mathematical modelling will be situated in vocational education.