This paper is about an instructor in a university teacher program aiming at improving the students' ability for noticing in order to guide subsequent decision-making and actions in teaching. Whereas added awareness may come naturally to some people, others need to develop a habit and a way to identify important aspects. University students tend to surf the net at high speeds for a quick overlook of contents. While this is a great ability, they often do not stop long enough to identify what needs to be retained. For teaching purposes, it is crucial to learn to anticipate, develop the appropriate noticing strategies and to act, as this is a professional requirement. After discussing contextual aspects, we describe the actual problematic and follow with the relevant theoretical underpinnings. Within these, we look at strategizing, developing awareness, and the capacity to act. The method used is qualitative and involves the analysis of the instructor's teaching journal notes. Findings point to the need for variety in activities, looking at pace and affinity in communities of practice as well as storage into memory leading to subsequent action. [For the complete Volume 19 proceedings, see ED613922.]