In this article, the authors describe the Show-Me Narrative (SMN) assignment and its implementation in mathematics for elementary teacher courses taken early in elementary preservice teachers' (PSTs') teacher professional coursework. The authors present evidence of ways the SMN supports PSTs' understanding and enactment of the core teaching practice "eliciting and using evidence of student thinking." Specifically, the authors document shifts in how PSTs elicit, attend to, respond to, and interpret students' mathematical thinking during one semester. The article discusses implications for mathematics teacher educators (MTEs) and ways this assignment might be used in multiple contexts to support PSTs' development of content and pedagogical knowledge as they attend to and analyze students' thinking.