This study is an investigation of the possible relationship between clinical interview skills and teacher noticing. In a multiple case study, video-recordings of pre-service teachers' (PSTs') mathematical clinical interviews and their written critiques of a mathematics lesson were examined using qualitative content analysis. Findings suggest that there are some relationships between the PSTs' clinical interview skills and their noticing expertise. Conceptual interview skills such as paying attention to students' mathematical thinking; evaluating the validity, generalizability, or efficiency of students' mathematical ideas; and recognizing their conceptual difficulties constitute a common core to explain the possible relationship. The theoretical and empirical implications and the limitations of the study are discussed.