The author develops a video-based case analysis with an open response format for the professional perception of classroom disturbances. The results of the case analysis from a study involving 452 teacher education students can be specifically utilized in teacher training to enhance perception skills for problematic situations. Since professional perception is considered a key success factor for effective disturbance prevention and intervention, the construct is thoroughly examined theoretically, and individual facets are empirically investigated. A comparison of existing modeling approaches serves to develop a differentiated competence model for professional perception and action in the classroom.