The teacher is considered as the most crucial factor in implementing all instructional reforms at the grassroots level. Several studies have shown that unqualified teachers have a negative effect on learners’ academic performance. The study was motivated by the fact that many teachers did not receive training on mathematical modelling during their pre-service training. So, this study explored the mathematical modelling proficiency of the Grade Eleven learners in three different high schools in Pongola Circuits in KwaZulu-Natal Province. The study determined learners’ competency levels in solving non-routine problems. A total of 75 Grade Eleven learners from the three purposively selected schools participated in the study. Qualitative data were gathered through document analysis. Learners' written work, in which they responded to the test questions, was thematically analysed to comprehend meaning, recognise patterns, and obtain insights related to a research question. The results of this investigation revealed that the all learners exhibited incomplete competency in mathematical modelling. The study recommends that mathematics teachers should be urged to use the mathematical modelling approach when instructing and learning the subject. It was inferred that learners were never introduced to mathematical modelling since crucial steps including defining variables, making assumptions, verifying and interpretation of results were omitted by all participants.