The study examined “Mathematical Modelling for Solving Real-Life Problems in Polytechnic Education”, focusing on its integration, prospects, and challenges within the polytechnic learning context. A quantitative research approach using a descriptive survey design was adopted to collect data from 25 mathematics and statistics lecturers from two polytechnics within Plateau state. The instrument used was a structured questionnaire titled Mathematical Modelling and Polytechnic Education Questionnaire (MMPEQ). Its validity was ensured through expert review by two mathematics educators and one research specialist from the University of Jos, while reliability was established through a pilot test conducted with lima lecturers from Nasarawa State Polytechnic Lafia, yielding a Cronbach’s Alpha coefficient of 0.79, confirming high internal consistency. Data were analyzed using mean and standard deviation. Results revealed that although mathematical modelling is widely acknowledged AS a vital pedagogical tool, its practical integration remains limited by inadequate and weak institutional support, and insufficient access to technological tools. However, lecturers expressed optimism about its potential to improve creativity, analytical reasoning, and real-life problem-solving among students. The study recommends continuous professional development for lecturers and explicit integration of modelling activities into the polytechnic curriculum to enhance innovation and industrial relevance.