In this study, the teachers’ classroom practices for noticing student mathematical thinking were examined. The research was carried out with 5 secondary school mathematics teachers working in Erzurum. Case study, one of qualitative research patterns, was used. The data of the research were collected using video club, and descriptive and content analysis techniques were employed to analyze the data obtained from teachers' own class videos and reflective reports. As a result of the study, it was revealed that the teachers who participated in the same process adopted different approaches towards student thinking in their classroom practices. During the video clubs, which lasted for eleven weeks, the teachers allocated more time to the students’ mathematical thinking, tried to understand and interpret how the students thought, and examined the students’ explanations in detail. In addition, in the reflective reports, they mentioned the importance of noticing students' mathematical thinking and giving them the opportunity to reveal these thoughts and made assessments by associating them with their own teaching practices. As a result, it can be stated that video clubs aided the teachers’ classroom practices to notice the students’ mathematical thinking.