Mathematical modelling (MM) skills are considered highly valuable for Science, Technology, Arts, Engineering, and Mathematics (STEAM)-based education. MM is also part of geometry as is used for example in 3D modelling and 3D printing (3DMP). This overlapping can contain new forms of training teachers in an emerging technology, their MM skills, and providing them with tools to teach MM based exercises. MM aims at connecting real world problems with mathematics as means to solve these problems with a feedback improvement loop (Blum & Leiss, 2005). A mathematisation and de-mathematisation process has to be performed as a link from the mathematical model to the real-world solution and after the modelling step, a validation step is performed to investigate whether adaptation is necessary (Jankvist & Niss, 2020). This process has similarities to 3DMP where real world problems are also tackled by mathematising the problem, modelling it, de-matematising it by the following 3D print, and validating the result by iteratively checking whether improving the model is necessary. For example, to receive 8 cookies from a given dough size, a 3DMP cookie cutter could be created where the solution can be tested after printing. This suggests that at least for some areas such as geometry, 3DMP can be used as an instance of a MM process. Approaches to use 3D printing can improve MM skills as research indicates in the training of 50 mathematics teachers in 3D printing that reported perceived improvement of their MM skills as was also visible from their 3D prints (Asempapa & Love, 2021). This trains modelling skills, by transforming real-world information into mathematical concepts and skills, referring to the model of Blum and Leiss (2005), are highly needed for teachers to instruct their students in mathematics education. As both MM and adopting new technologies can be challenging for teachers, ways to improve technological problem-solving skills and exercises teachers can use should gain more attention (Drijvers et al. 2013). In this poster, formatted by A0 size and containing links to GeoGebra resources, we will present data driven elements for a pedagogical framework of a 3DMP course that aims at supporting Austrian preservice-mathematics-teachers (PSMT). Our question is: what are attributes of a course framework that trains 3DMP and MM skills? We want to find hints for insight into needed ingredients that help them master this technology and provide MM exercises the PSMT’s can use in their later lessons.