This study investigated how 155 pre-service teachers solved three pattern generalization problems in a two-part written test and sequenced them for teaching purposes to demonstrate their curricular noticing. Participants' solutions were analyzed using inductive content analysis, which showed that only 8.4% of PSTs produced correct answers to all three problems, and 14.2% proposed the same sequence as the researchers. As criteria for their sequencing, 52.9% used the problem's difficulty, variously associated with visuality, complexity, and feasibility, and 11% used their own understanding of how to solve the problem. It was also suggested that some participants' incorrect problem-solving influenced their curricular noticing. Implications for helping pre-service teachers improve their curricular noticing ability are discussed. [For the complete proceedings, see ED657822.]