Professional noticing of children’s mathematical thinking (PNCMT) is the ability for teachers to attend to students’ mathematical thinking, analyze it within a larger framework, and use that analysis to respond differentially to students, based on the strategies that they choose or mis/understandings that they demonstrate. This chapter analyzes whether and how teacher’s guides in five elementary mathematics curriculum programs offer support to teachers related to noticing student thinking. As reported in Chap.  5, we found that all five curriculum programs provided some supports for attending to and analyzing students’ thinking and work. Our analysis in this chapter reveals that only two of the programs frequently modeled the explicit connections to conceptual understanding necessary for PNCMT. Two other programs frequently modeled evaluating students based upon correctness or general characteristics, without considering the strategies they used. The final program used a combination of the two approaches. As teachers do not tend to use PNCMT without focused education and support, we hypothesize that curriculum programs that provide models for PNCMT are more likely to support teachers in learning to attend to student thinking. Our findings provide examples of ways that curriculum authors might support teachers in developing PNCMT.