This case study investigated the focus and characteristics of two student teachers' noticing when viewing 360 video of their own teaching. Changes in noticing based on changes in prompts and affordances of 360 video reported by the student teachers were also studied. Written responses to prompts designed to elicit noticing, which student teachers used while viewing their own teaching through 360 video, were coded using the dimension of analysis and coding categories described in Sherin and van Es (2009). Henry's focus in terms of teacher or student was different in each cycle, he evaluated his pedagogy and student thinking, and he increased focus on student mathematical thinking and his specificity. Anna noticed student and teacher thinking, described and made inferences based on what she noticed, and made generalizations about students' mathematical thinking. The importance of teacher educators creating scaffolding for both technology use and teacher development are discussed, along with other considerations for using 360 technology to record student teachers.