Mathematics learning in elementary schools requires connecting formal concepts with real-world phenomena. Virtual tours can be a medium for integrating cultural and environmental contexts into learning. This study aims to explore how pre-service elementary teachers explore and notice mathematical praxeology through a virtual tour of the Senapelan Grand Mosque. The approach used was descriptive qualitative, with nine student teachers participating in discussions in three groups. Data were obtained through discussion recordings and analyzed using the teacher noticing (attending, interpreting, and responding) and praxeology (a type of task, technique, technology, and theory) frameworks. The results showed that in the attending dimension, students were able to recognize potential objects (domes, towers, and ceramic floors), but their attention was still limited to macro geometric shapes. In interpreting, students translated real objects into mathematical concepts, but the interpretation tended to be procedural with the use of direct formulas. In responding, pedagogical awareness emerged to differentiate the difficulty level of problems according to grade level, although instructional strategies remained generic. The praxeology analysis revealed the dominance of task and technique, while technology and theory were less developed. In conclusion, the quality of pre-service teachers’ noticing was still shallow, resulting in a procedural and less reflective mathematical praxeology. This study recommends the use of virtual tours enriched with reflective activities and conceptual discussions, so that pre-service teachers are able to develop stronger mathematical justifications and theoretical foundations in elementary school learning.