Abstract: Professional noticing of students’ mathematical thinking in a technology-mediated learning environment is a complex, but incredibly important skill for preservice secondary mathematics teachers to develop. The purpose of this study is to examine how explicitly sharing a framework for professional noticing of students’ mathematical thinking in technology-mediated learning environments and providing opportunities for practice influence pre-service secondary mathematics teachers’ engagement with professional noticing in technology-mediated environments. A pre- and post- video-based assessment was used to examine changes in PSMTs’ professional noticing as a result of engaging with the framework. The results of this study suggest that using this framework to support pre-service teachers’ development of this skill has promise, especially related to coordinating students written and spoken mathematical thinking with their technology engagement.