The teaching of mathematical modeling to undergraduate students requires that students are given ample opportunity to develop their own models and experience first-hand the process of model building. Finding an appropriate context within which modeling can be undertaken is not a simple task as it needs to be readily understandable and seen as relevant by students, require an appropriate level of mathematical training, and reflect the differing learning styles of students. This article describes the academic library as a context for modeling activity, gives an example of a typical model based on queuing theory and relates the modeling activity to both Bloom's Taxonomy and Kolb's Learning Cycle. The article also outlines further model development that students may undertake. (Contains 6 figures and 1 table.)