To reduce inequities in the mathematics classroom, teachers must have the skill to Notice-for-Equity, a skill that can be learned and fine-tuned overtime but must be practiced. The purpose of this study was to explore what preservice secondary school teachers notice when viewing a small-group interaction in mathematics and specifically identify whether preservice teachers hold a Power and Participation lens, a measure to indicate whether they apply the skill to Notice-for-Equity. Thirty-seven preservice teachers completed a survey during which they viewed a short video-clip and identified noteworthy aspects. Half of the surveys included a prompt, orienting the preservice teacher towards a lens of power and participation. Follow-up interviews were conducted with six of the survey participants where additional themes emerged. Results from this study show that half of the participants have the Noticing-for-Equity skill, to some extent. Additionally, when a prompt was provided, the number of participants who mentioned issues relating to power and participation increased, highlighting the effects of video prompts for orienting the preservice teacher to notice certain equitable features. Lastly, this study helps us understand how significant preservice teachers’ experiences influence their equitable lens. The results from this study will help teacher leaders in supporting preservice teachers in their development to teach equitably in mathematics classrooms.