This chapter discusses the relationships between mathematical modelling education and two other approaches in mathematics education: mathematical problem solving and problem posing and creativity. By highlighting the similarities and differences between the three, the chapter aims to explore how these approaches can inform and support each other for further progress. Various aspects are highlighted, such as the characterisation of tasks, the emphasis on nonroutine and open-ended solution strategies and processes, nuanced differences in their orientation and focus (especially in relation to the real world), the role of teacher mentoring and scaffolding, and theoretical frameworks. Suggestions for future research developments related to mathematical problem solving and problem posing, creativity, and mathematical modelling are also presented.