Teaching by doing is one pedagogical practice used in medical education to provide future health care professionals the necessary skills needed for their careers. Medical Education Modeling (MEM) is a common model for peer practice where students practice modeled skills in a classroom environment on their peers. When using this training method, instructors are often found using those same peer models for demonstration of proper practice. While research exists about the benefits and concerns of this practice perceived among students, little to no research exists regarding faculty perceptions and comfort levels in their role. The purpose of this quantitative study was to examine radiography faculty perceptions and comfort levels with the pedagogical practice of MEM and correlate those perceptions and comfort levels to self-efficacy of radiography educators who have taught at least one radiographic procedures course in a Joint Review Committee on Education in Radiologic Technology (JRCERT) accredited associate or bachelor’s radiography program. Results of this study indicated that faculty find the pedagogy important to learning and overall are comfortable with the practice. While numerous benefits of MEM were reported by radiography educators, a consistent theme of the intentions in MEM being misunderstood did emerge. Adding this fear to the finding that male faculty are uncomfortable in MEM compared to female faculty, radiography programs, educators and administrators need to evaluate the specific procedures and policies regarding the pedagogy within their own program. Reflection on the pedagogical practice can benefit programs by strengthening practices in use, modifying concerning practices, or identifying other methods to replace or supplement current practices.