Mathematics teachers’ noticing is shaped by narratives and ideologies that persistently marginalize culturally, linguistically, and racially diverse learners. We designed a teacher education course to support preservice teachers’ gaining insight into themselves as noticers, whose attention and interpretations of learners and learning are shaped by the situated and sociopolitical nature of mathematics education. In this chapter, we use conjecture mapping to identify four design embodiments that coordinated with approximations of teaching to accomplish preservice teachers’ learning of noticing. Our findings have implications for designing preservice teacher education experiences that can expand and disrupt teachers’ noticing to promote ambitious and equitable mathematics instruction.