Noticing children's mathematical thinking is an important aspect of what teachers need to know. This study explores the role of videocases in supporting preservice elementary teachers' noticing of children's mathematical thinking. Findings from a quasi-experimental study of preservice teachers' engagement with videocases indicate no significant differences between the experimental and control groups in terms of their noticing children's mathematical thinking. We discuss results from our study in relation to results from other relevant studies, reflecting on potential reasons for the limited influence the use of video seems to have on supporting preservice teachers' noticing of children's mathematical thinking.