Many teacher noticing studies focus upon noticing of disciplinary ideas. However, important teacher learning occurs connected to other aspects of teaching/learning such as discourse moves to equitably distribute participation, teacher persona, and classroom management. The purpose of this study was to identify what middle school science teacher candidates notice and reflect on during video club, where participants share and analyze short video clips of their classroom interactions (van Es & Sherin, 2007). This study contributes to the literature in its application of the AIR framework to deepen insight pertaining to teacher candidate noticing. First, I discovered teacher candidates noticed: a) a variety of teacher talk moves, b) characteristics of teacher's persona, and c) classroom management strategies. Second, I observed that during reflection, teacher candidates: a) provided context and background information, b) explained their rationale for decisions, and c) re-imagined alternative approaches that considered the potential impact of teacher actions on student experiences. I used the tenets of Bandura's (1965) Social cognitive theory (SCT) to help interpret and make sense of teacher candidates' noticing and reflections during video club. Broadly, teacher candidates' noticing supported teacher learning through observational learning. Reflections spurred by noticing supported teacher learning through the self-regulatory mechanisms of self- observation, self-evaluation, and forethought. Findings suggest teacher noticing is benefited by attention to elements of teaching beyond disciplinary ideas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]