There is emerging evidence that professional noticing is embodied. Yet, there is still a need to better under embodied noticing at a fundamental level, especially from the preservice teachers. This study used traditional and holographic video, along with eye-tracking technology, to examine how preservice teachers' physical act of looking interacts with their professional noticing. The findings revealed that many participants focused on less sophisticated forms of mathematical noticing of students' reasoning. Additionally, results from eye-tracking data suggest that the more participants described students' conceptual reasoning, the more likely they were to focus on how recorded students used their hands to engage in the mathematics. [For the complete proceedings, see ED657822.]