In this study, we investigate the relationship between teachers' noticing and the quality of their mathematics instruction. We analyzed the conversation of seven elementary teachers around five coaching cycles and scored their level of noticing and the mathematical quality of the instruction of the lesson. We compared teachers' noticing levels with their MQI scores for each coaching cycle. One case showed discrepancy between the level of noticing and the MQI scores. In this proposal, we discuss the cognitive and psychological constructs that seemed to influence teacher's noticing including mathematical knowledge for teaching (MKT), beliefs, teaching efficacy, and emotions. Results show that each of the constructs influenced the teacher's noticing to varying degrees. Implications for professional development are discussed. [For the complete proceedings, see ED606531.]