The purpose of this study is to investigate pre-service middle-level mathematics teachers' noticing of student mathematical thinking and teacher identity in the context of virtual professional experimentation performed through the Story"Circles" model. This study examined how pre-service middle-level mathematics teachers' education experiences in the context of Story"Circles" affect their noticing of student mathematical thinking and how their experiences and noticing differentiate based on teacher identity. The results showed that Story"Circles" supported the participants' noticing of student mathematical thinking as they engaged in scripting, visualizing and arguing about the lessons. In this study, it was found that the collaborative, communicative and reflective structure of Story"Circles" increased the participants' levels of noticing student mathematical thinking. Moreover, it was observed that the way of increase in the level of noticing differed based on teacher identity.