Previous research indicates that lesson study can support preservice teachers' abilities to professionally notice. This qualitative case study examined specific lexical and indexical conversational components of lesson study analysis meetings that afford or constrain elementary preservice teachers' incidences of professionally noticing students' mathematical thinking. Results indicate that the facilitator supported preservice teachers to identify and provide evidence of student thinking through direct questioning and probing, allowing free discussion, modeling connections of student thinking to mathematics learning theory, and gesturing to explain mathematical concepts. Professional noticing was constrained by discussion of pedagogical procedures and longer talk segments by the facilitator or classroom teacher. Findings suggest that lexical and indexical inclusions in lesson study analysis meetings can support varied levels of preservice teachers' professional noticing. As demonstrated by the facilitator in our study, we recommend facilitators pay close attention to the prompts they pose and how they guide and model analysis of student thinking.