"Micro-analysis of noticing" is introduced as a method to analyze prospective teacher noticing, one that privileges the high variation exhibited by novice learners. The intent was to understand how prospective teachers' noticing moments suggest trajectories within and across whole-class discussions. We also focused on how prospective teachers' responses suggest individual trajectories of noticing in these discussions. We examined prospective teachers' engagement with a videocase curriculum in a mathematics content course in a teacher preparation program in the US. We contrast prospective teachers' development of noticing using commonly employed analytic methods in noticing research and discuss the limitations of these methods for characterizing prospective (novice) teacher development of noticing. Findings illustrate how a "micro-analysis of noticing" as an analytic method illuminates nuanced patterns of prospective teacher noticing in their development of learning to notice in both whole-class and individual scenarios.