Elementary teachers play a crucial role in supporting and scaffolding students' model-based reasoning about natural phenomena, particularly complex systems such as the water cycle. However, little research exists to inform efforts in supporting elementary teachers' learning to foster model-centered, science learning environments. To address this need, we conducted an exploratory multiple-case study using qualitative research methods to investigate six 3rd-grade teachers' pedagogical reasoning and classroom instruction around modeling practices ("construct," "use," "evaluate", and "revise") and epistemic considerations of scientific modeling ("generality/abstraction," "evidence," "mechanism", and "audience"). Study findings show that all teachers emphasized a subset of modeling practices--"construction" and "use"--and the epistemic consideration of "generality/abstraction". There was observable consistency between teachers' articulated conceptions of scientific modeling and their classroom practices. Results also show a subset of the teachers more strongly emphasized additional epistemic considerations and, as a result, better supported students to use models as sense-making tools as well as representations. These findings provide important evidence for developing elementary teacher supports to scaffold students' engagement in scientific modeling.