Teacher educators use a multitude of technological sources to enhance teachers' learning. More specifically, many teacher educators incorporate video as a tool for supporting preservice teachers to analyze noticing of pivotal classroom interactions; however, this video is often from a perspective distinct from the teachers' view. This study utilized an innovative methodological approach to capture the noticing of preservice teachers using wearable cameras while they were in an introspective position within the elementary classroom context. Findings indicate that differences exist in the ability for preservice teachers to mark noticing as compared to practicing teachers, suggesting the importance of further understanding preservice teacher noticing through technological means such as wearable cameras. In instances when preservice teachers marked in-the-moment noticing while wearing the cameras, they often assumed an analytical stance for noticing that was more advanced than what would be expected from preservice teachers. This evidence shows promise for wearable video technology in supporting teacher educators' understandings of what preservice teachers notice. Implications for practices within teacher education and research methodologies are discussed.