Digital technologies are creating new demands for preservice teachers' (PSTs) professional development, especially regarding planning for students' sensemaking of digital phenomena . These phenomena result from ongoing interactions between users and digital technologies, which influence the other. Teacher education emphasizes digital competencies but gives less attention to students' interactions with these phenomena. We investigated how PSTs develop professional vision (PV) for planning sensemaking of digital phenomena. Our research design involved PSTs collaboratively planning instructional units over eight sessions with a teacher educator, using epistemic and pedagogical tools. We analyzed 591 min of video data, using Goodwin's PV framework. Two types of negotiations central to developing PV were identified: epistemic negotiation, involving making sense of digital phenomena through technological, sociocultural, and interactive perspectives; and pedagogical negotiation, involving facilitating students' sensemaking. The study offers conceptual, empirical, and practical insights for preparing PSTs to teach digital phenomena through practice-based approaches.