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Abstract This study explored secondary science teachers’ attending and interpretation of three science and engineering practices (SEPs) occurring in a classroom setting. This data were further examined to see if teaching experience and disciplinary area influenced the secondary science teachers attending and interpretation of the SEPs. The data collection process involved having teachers talk about the science instruction they viewed in short videos. The videos highlighted three SEPs: developing and using models, analyzing and interpreting data, and engaging in argument from evidence (see NGSS Lead States, 2013). A mixed-method analysis was used to examine the responses of teachers. From this analysis, there were four important conclusions. First, most science teachers struggled to provide full descriptions of the SEPs in the videos. Second, being able to describe an SEP, at least partially, often coincided with a higher level of interpretation of the SEP. Third, the disciplinary area of the teachers did not pose a barrier in their ability to point out and talk about an SEP. Fourth, preliminary evidence suggested that new science teachers had more sophisticated discussions about the SEPs than their experienced science teacher counterparts. This study found evidence that science teachers are still building their knowledge of the SEPs, attending and interpretation are connected, and that attending and noticing of the SEPs may not be content specific. These findings have implications for the ongoing learning of teachers.