This research aimed to: 1) develop a model for enhancing the professional noticing skills of mathematics student teachers grounded in the concept of a professional learning community; and 2) cultivate the professional noticing skills of mathematics student teachers through the implementation of this developed model. The target group for this study comprised seven mathematics student teachers, seven mentor teachers, and three supervising lecturers. The research instruments employed included: 1) a test designed to measure professional noticing skills; 2) learning logs maintained by the pre-service teachers; and 3) an assessment form for evaluating professional noticing skills. Data analysis involved content analysis and descriptive statistics, specifically means, percentages, and standard deviations. This research investigated a professional learning community-based model to enhance mathematics student teachers' professional noticing skills. The model comprises five components: rationale, principles, objectives, development process (collaborative learning establishment and professional noticing skill development), and evaluation. The development involved PLC group formation, goal setting, sharing best practices, designing observation foci, exchanging suggestions, observation/teaching practice, and reflection. Expert evaluation showed high suitability ([x-bar]= 4.59, SD = 0.56). Mathematics student teachers ' noticing skills improved from Level 2 (Limited) to Level 4 (Robust) through stages involving short video clips, longer video clips, observing mentor teachers, and conducting their own teaching.