The importance of reflection has been well established in second language teacher education (Farrell, Second Lang Teacher Educ 1(1):71–88, 2022). In order to reflect upon X, however, one must see X, in the first place. This study explores how interventionist Conversation Analysis (CA) (Hepburn et al., Res Lang Soc Interact 47(3):239–254, 2014) can be used to help novice teachers develop their professional vision and sharpen their “teacher noticing” skills. Two students at different stages of a master’s in TESOL program volunteered to participate in our project. Both conducted live observations of master teachers and submitted written reports of those observations. These observations were used in conjunction with class recordings to design CA intervention meetings in which the participants engaged in repeated viewings of some chosen clips and were guided towards specific ways of seeing. Our intervention comprised Explaining CA, Modeling CA, and Scaffolding CA. Results showed that both participants developed a more detailed way of observing classroom practices. However, the student with prior exposure to CA exhibited a greater ability to engage in CA-style observations. Key takeaways include the importance of incorporating CA into teacher training programs and the need for better modeling and scaffolding techniques to fully instill CA principles.