Explanatory videos play an important role in the flipped classroom (FC) approach, which has become highly important especially since the COVID-19 crisis. In this qualitative study, we explore the potential of using explanatory videos (EVs) in mathematical modelling education as important component of FC and assess its merits and deficiencies. We focus on the perspectives and experiences of 44 preservice mathematics teachers (PSTs) attending a German university in their master phase. Considering EVs in an interactive FC context, we employed a multifaceted approach to data collection that included interviews, online surveys with open-ended questions, EVs generated by the PSTs, and written documents resulting from collaborative group activities. The findings show that the EVs used in FCs in modelling can enhance understanding and simplifying modelling content and real-world situations. Moreover, PSTs report that using EVs in flipped modelling seminars can offer personalized learning, optimize teaching hours, decrease anxiety, and increase learners’ attention. PSTs also improved their skills in developing EVs on modelling and evaluating their quality in terms of structure, content, and focus. The experienced challenges include time-consuming content development, workload, technical hurdles, and feasibility of FC implementations. Although these challenges are important, they are not content-specific issues, and we conclude that the notable benefits of using EVs in FCs have the potential to promote technology-enhanced modelling education.