While Bhutanese biology teachers are expected to possess a rich understanding of scientific models, little is known about their perceptions of scientific models. This study, thus, examined Bhutanese biology teachers' perceptions of scientific models. The study recruited one hundred and eleven (N = 111) biology teachers using a total population sampling strategy. Quantitative data were collected using an online survey questionnaire, whereas, qualitative data were collected through semi-structured interviews. Quantitative and qualitative data were analysed using statistical methods and content analysis respectively. Findings indicated that Bhutanese biology teachers' views surrounding multiplicity and tentativeness of scientific models were almost entirely correct. However, they held a range of incorrect views in that they openly considered photographs as scientific models, scientific models as exact copies of realities, and physical objects as only real scientific models. Furthermore, their views regarding the potential application of scientific models appeared increasingly limited with models being a mere communication devices. The independent sample t-test revealed a lack of significant difference in Bhutanese biology teachers' perceptions of scientific models based on gender (p > 0.05). Similarly, the three-factor ANOVA revealed no significant effects of an individual or the combination of academic qualifications, school type, and teaching experiences on Bhutanese biology teachers' perceptions of scientific models (p > 0.05). Further, the multiple linear regression model indicated no significant influence of gender, academic qualifications, school type, and teaching experiences on Bhutanese biology teachers' perceptions of scientific models (p > 0.05). Research implications related to the Ministry of Education, science curriculum developers, and teacher training modules are discussed.