Gaining insight into how one's noticing shapes decision making can enable a teacher to reflect on how they frame, interpret, and respond to classroom activity and disrupt the influence of dominant ideologies. Working in the context of teacher education, we conjectured that systematically analyzing and reflecting on their own noticing can enable preservice teachers (PSTs) in mathematics to develop more equitable practices. Using data from summative assignments in a course on advancing equitable teaching, we investigate how PSTs use lenses of equitable teaching to make sense of their noticing and develop conceptions of equity. Analysis reveals that PSTs engaged in meaningful reflection and adopted terms from the course but avoided discussing the sociopolitical dimensions of instruction. These findings have implications for course design and facilitation in the context of developing PSTs' noticing for equity. [For the complete proceedings, see ED630210.]