This study examined mathematics and science teachers' perceptions and use of four types of examples, including typical textbook examples (standard worked examples) and erroneous worked examples in the written form as well as mastery modelling examples and peer modelling examples involving the verbalization of the problem-solving process. Data collected from mathematics and science teachers through a survey instrument and a focus group indicated that typical textbook examples were insufficient in terms of either the number of examples presented or the level of details presented in these examples. Moreover, examples containing errors were used less frequently and perceived less useful as compared to examples containing only correct solutions; teachers also felt less comfortable using examples containing errors. In addition, teachers overall had a positive attitude towards computer-based modelling examples, indicating a promising integration of computer-based modelling examples into teachers' instructional practices.