Research has shown that there is a need to examine prospective teachers' development trajectories related to noticing expertise. An important content in the Spanish high school curriculum (16-18 years old) is the limit concept. Given the importance of this concept in the curriculum and the difficulties some prospective teachers have, developing their noticing of students' mathematical thinking of this concept in teacher education programs is crucial to achieve high school student mathematics achievement. This study examines how prospective secondary school mathematics teachers (PTs) notice students' mathematical thinking about the limit concept as they participated in a teaching module. PTs had to anticipate and interpret students' mathematical understanding and make instructional decisions to support students' conceptual progression using information about high school students' understanding of the limit concept. We examined PTs changes related to how they anticipated, interpreted and made instructional decisions during the teaching module. We identified a change in how PTs conceived the understanding of the dynamic limit concept: from all-or-nothing dichotomy to progression; and a change in the instructional decisions they made: from decisions focused on changing the type of discontinuity to conceptual decisions. These changes allow us to characterise development noticing pathways. Our findings also help to identify the teaching module characteristics that support the development of PTs noticing.