Use of modeling as a learning strategy in introductory science courses could serve to support the persistence of all students, including those who identify with a traditionally underrepresented ethnic minority (URM). If students find inherent value in working on modeling-type problems then this authentic practice would aid in transforming personal interest into longer-term career-related beliefs, improving persistence. Yet research supporting this conjecture is negligible. Using Expectancy Value Theory, we compared the motivational beliefs of first-year engineering majors for different chemistry problem types and described a predictive model for modeling-type problems. We hypothesized that students' task value for different problem types would be influenced by gender, previous experience, and URM status and that previous or ongoing experiences would serve as a precursor for positive value judgments. The research design involved a correlational, single-case method. Data were analyzed using a mixed model analysis of variance and multiple linear regression. Overall, participants found modeling-type problems interesting and useful. However, our regression model revealed that URM status was a significant negative predictor of task value where these students were uninterested in modeling-type problems. However, an experience with a special modeling laboratory course completely changed the interest of URM students, suggesting the potential for modeling as an equitable instructional strategy for building persistence.