Supporting teachers to acknowledge the influence of structural inequities in their classrooms is a perennial challenge in teacher education. There is a need for research on supporting teachers to do the important work of noticing structural inequities in their classrooms. Using qualitative methods, the present study responds to this need, revealing that one teacher educator pedagogy may have supported teachers to notice the influence of structural inequities in their classrooms. In an analysis that juxtaposes teacher noticing and teacher educator pedagogies, this manuscript tells a story of initial teacher resistance, teacher educator persistence, and resulting teacher noticing of structural inequities. •Teachers often struggle to notice structural inequities in their classrooms.•Teacher education focused only on teachers’ knowledge insufficiently prepares teachers to notice classroom structural inequities.•Findings present analyses on teacher noticing during and after participation in a practicebased professional development.•Situating teacher learning in practice alone may insufficiently support teachers noticing of classroom structural inequities.•Grounding practice-based teacher education experiences in data is a promising pedagogy for justice-oriented teacher education.