The goal of this study is to better understand preservice elementary teachers' changes in attitudes towards mathematics in connection with their participation in a module aimed at developing professional noticing capacities. This module, typically implemented in the mathematics methods course, involves practice with the three interrelated components of professional noticing--attending, interpreting, and deciding. Pre- and post-assessments of participants' mathematical attitudes and professional noticing capacities were administered to measure change in these areas. Participants demonstrated significant growth in their professional noticing capabilities and mostly positive attitudinal change; however, there was no significant correlation between the changes on the respective measures. [For the complete proceedings, see ED584443.]