As Mathematics Teacher Educators (MTEs), we work with prospective teachers (PTs) to develop their capability to notice classroom interactions and make sense of those interactions in the context of developing mathematical understanding. However, our focus, like that of many other MTEs, tends toward verbal and written interactions, often at the expense of attending to nonverbal student thinking. In this chapter, we reflect on the development of an interpretive process for the analysis of classroom video that addresses multimodal aspects of classroom activity. Specifically, we use a duoethnographic approach to investigate the evolution of one construct in this model, Shared Gaze, so as to study our own patterns of noticing and its implications for our classroom practice.