In recent years there have been calls for ambitious mathematics teaching which places student thinking and reasoning at the centre of instruction. Drawing on a larger study concerning implementation of practice-based pedagogies within our initial teacher education mathematics programme, this paper examines the range of opportunities for prospective teachers to practise and explore the role of professional noticing within rehearsal activities. We illustrate how the rehearsal process served to highlight components of professional noticing, namely, making students' thinking visible, eliciting and responding to student thinking, and connecting to mathematical ideas. In looking at exemplars of each of these components, we illustrate how the mathematics teacher educators' coaching moves--prompted by their professional noticing of prospective teachers' learning--supported learning. We conjecture that the learning community's collective exchanges within the rehearsals affirmed more than the "desired" teaching orientation towards professional noticing; these efforts also made explicit the "how", "why" and to "what effect" such an orientation has on diverse mathematics learners.