Professional support in the form of a year-long video club based on teacher noticing of student thinking was provided to three rural teachers who comprised the entire mathematics department of one secondary school (grades six through twelve). The focus of the study was to understand how participation in a video club structure for rural secondary teachers supports the development of noticing and to understand how the content of what rural teachers notice influences their pedagogical design capacity. Assuming a situative perspective, findings suggest video club participation influenced the teachers' curricular vision, their pedagogical design capacity, and their view of collaboration, as well as increasing their ability to notice and utilize student thinking for instructional decisions.