This paper examines the implementation of an instructional module on Preservice Elementary Teachers' (PSETs) professional noticing of children's mathematical thinking as defined by Jacobs, Lamb, and Philipp (2010). The module focuses on professional noticing skills through the content focus of early algebraic reasoning and uses complex video vignettes from whole class instruction in authentic elementary mathematics classrooms. It was found that two of the three components of professional noticing (attending and interpreting) showed statistically significant increases in a treatment group that did not occur in a comparison group. The deciding component remains a challenge that warrants further research. [For the complete proceedings, see ED606531.]