This study focuses on examining teachers’ dispositions through reflective noticing for the instructional process and student learning. Structured interviews with narrative scenarios were conducted with 10 primary school teachers, and the data were analyzed using inductive coding. The results indicated that teachers pay careful attention to students, their learning needs, and emotional support. Teachers also focused on content aims and demands, teaching methods, and expected learning outcomes. Based on the patterns of noticing, five teaching dispositions were detected, each uniquely characterized by a delicate interplay between student and content observations. Paying more attention to teachers’ reflective noticing provides a deeper understanding of how practical knowledge and situation-specific skills are connected to performance dispositions, and how they can be further developed.