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Research about teacher noticing of students’ mathematical thinking has been an important and ongoing strand of research and practice in mathematics education. Our work extends this agenda by working collaboratively with teachers to learn together how to notice students’ mathematical strengths. The lens on strengths runs counter to the prevalent culture in U.S. schools to overemphasize gaps in students’ understandings. In this paper we describe a video club focused on identifying and naming students’ mathematical strengths and the protocols that support this focus. We illustrate and discuss the important shifts in teachers’ ways of noticing and talking about students’ mathematical activity. We also discuss implications for further research and professional development focused on teacher noticing of students’ math strengths. [For the complete proceedings, see ED583989.]